Loehr Janeen D, Vesper Cordula
a Donders Institute for Brain, Cognition and Behaviour , Radboud University Nijmegen , Nijmegen , The Netherlands.
b Department of Psychology , University of Saskatchewan , Saskatoon , SK , Canada.
Q J Exp Psychol (Hove). 2016;69(3):535-47. doi: 10.1080/17470218.2015.1061029. Epub 2015 Jul 25.
People performing joint actions coordinate their individual actions with each other to achieve a shared goal. The current study investigated the mental representations that are formed when people learn a new skill as part of a joint action. In a musical transfer-of-learning paradigm, piano novices first learned to perform simple melodies in the joint action context of coordinating with an accompanist to produce musical duets. Participants then performed their previously learned actions with two types of auditory feedback: while hearing either their individual action goal (the melody) or the shared action goal (the duet). As predicted, participants made more performance errors in the individual goal condition than in the shared goal condition. Further experimental manipulations indicated that this difference was not due to different coordination requirements in the two conditions or perceptual dissimilarities between learning and test. Together, these findings indicate that people form representations of shared goals in contexts that promote minimal representations, such as when learning a new action together with another person.
进行联合行动的人们会相互协调各自的行动，以实现共同目标。当前的研究调查了人们在学习一项作为联合行动一部分的新技能时所形成的心理表征。在一个音乐学习迁移范式中，钢琴新手首先在与伴奏者协作以演奏音乐二重奏的联合行动情境中学习演奏简单旋律。参与者随后在两种类型的听觉反馈下执行他们之前学到的动作：一种是听到他们各自的行动目标（旋律），另一种是听到共同的行动目标（二重奏）。正如预测的那样，参与者在个体目标条件下比在共同目标条件下犯的表现错误更多。进一步的实验操作表明，这种差异并非由于两种条件下不同的协调要求或学习与测试之间的感知差异。这些发现共同表明，人们在促进最少表征的情境中形成共同目标的表征，例如当与他人一起学习新动作时。
