Lugli Luisa, Iani Cristina, Milanese Nadia, Sebanz Natalie, Rubichi Sandro
Department of Communication and Economics, University of Modena and Reggio Emilia.
Department of Cognitive Science, Central European University.
J Exp Psychol Hum Percept Perform. 2015 Jun;41(3):840-9. doi: 10.1037/xhp0000047. Epub 2015 Apr 13.
Recent research indicates that practicing on a joint spatial compatibility task with an incompatible stimulus-response mapping affects subsequent joint Simon task performance, eliminating the social Simon effect. It has been well established that in individual contexts, for transfer of learning to occur, participants need to practice an incompatible association between stimulus and response positions. The mechanisms underlying transfer of learning in joint task performance are, however, less well understood. The present study was aimed at assessing the relative contribution of 3 different spatial relations characterizing the joint practice context: stimulus-response, stimulus-participant, and participant-response relations. In 3 experiments, the authors manipulated the stimulus-response, stimulus-participant, and response-participant associations. We found that learning from the practice task did not transfer to the subsequent task when during practice stimulus-response associations were spatially incompatible and stimulus-participant associations were compatible (Experiment 1). However, a transfer of learning was evident when stimulus-participant associations were spatially incompatible. This occurred both when response-participant associations were incompatible (Experiment 2) and when they were compatible (Experiment 3). These results seem to support an agent corepresentation account of correspondence effects emerging in joint settings since they suggest that, in social contexts, critical to obtain transfer-of-learning effects is the spatial relation between stimulus and participant positions while the spatial relation between stimulus and response positions is irrelevant.
最近的研究表明，在联合空间兼容性任务中进行与刺激 - 反应映射不兼容的练习会影响后续的联合西蒙任务表现，消除社会西蒙效应。在个体情境中，为了发生学习迁移，参与者需要练习刺激与反应位置之间不兼容的关联，这一点已经得到充分证实。然而，联合任务表现中学习迁移的潜在机制却鲜为人知。本研究旨在评估表征联合练习情境的三种不同空间关系的相对贡献：刺激 - 反应、刺激 - 参与者和参与者 - 反应关系。在三个实验中，作者操纵了刺激 - 反应、刺激 - 参与者和反应 - 参与者之间的关联。我们发现，当练习期间刺激 - 反应关联在空间上不兼容且刺激 - 参与者关联兼容时，从练习任务中学到的内容不会迁移到后续任务（实验1）。然而，当刺激 - 参与者关联在空间上不兼容时，学习迁移是明显的。当反应 - 参与者关联不兼容时（实验2）以及当它们兼容时（实验3），都会出现这种情况。这些结果似乎支持了联合情境中对应效应的主体共同表征解释，因为它们表明，在社会情境中，获得学习迁移效应的关键是刺激与参与者位置之间的空间关系，而刺激与反应位置之间的空间关系则无关紧要。
