Zheng Zheng, Wang Jun
School of Psychology, Zhejiang Normal University, Jinhua 321001, PR China; Zhejiang Philosophy and Social Science Laboratory for the Mental Health and Crisis Intervention of Children and Adolescents, Zhejiang Normal University, Jinhua 321001, PR China.
School of Psychology, Zhejiang Normal University, Jinhua 321001, PR China; Zhejiang Philosophy and Social Science Laboratory for the Mental Health and Crisis Intervention of Children and Adolescents, Zhejiang Normal University, Jinhua 321001, PR China.
Cognition. 2023 Jun;235:105411. doi: 10.1016/j.cognition.2023.105411. Epub 2023 Feb 21.
Numerous joint action studies have demonstrated that certain low-level aspects (e.g., stimuli and responses) of a co-actor's task can be automatically and implicitly represented by us as actors, biasing our own task performance in a joint action setup. However, it remains unclear whether individuals also represent more abstract, high-level aspects of a co-actor's task, such as regularity. In the first five experiments, participants participated alongside their co-actors and responded to a mixed shape sequence generated by randomly interleaving two fixed order sequences of shapes in both the pre- and post-test sessions. But different intermediate practice sessions were undergone by participants across experiments. When practicing their own fixed order sequences in a mixed shape sequence, either together with another person (Experiment 1) or alone but informed that their partner was performing the same practice task in a different room (Experiment 4), participants exhibited a learning effect on their co-actors' practiced sequences. This indirect learning effect was absent when one of the co-actors did not participate due to either being removed from the practice (Experiment 2) or sitting still without offering responses (Experiment 3), as well as when the two co-actors practiced together but responded to two distinct properties of stimuli (e.g., colour and shape, respectively), with one having regularity and the other not. Finally, participants exhibited comparable direct learning effects on their own practiced sequences for Experiments 1-5 as when performing the pre-test, practice, and post-test sessions alone for Experiment 6. These results demonstrate that, when practicing together, or even when believing that they are acting together with a partner, co-actors do represent the task regularity of one another through social statistical learning and transfer this learned regularity to subsequent task performances. The present study extends our understanding of co-representation in the joint action context in terms of the more abstract and high-level task features people co-represent, such as a co-actor's task regularity.
众多联合行动研究表明，作为行动者，我们能够自动且隐含地表征共同行动者任务的某些低层次方面（如刺激和反应），这会在联合行动情境中影响我们自身的任务表现。然而，个体是否也能表征共同行动者任务中更抽象、高层次的方面，比如规律性，仍不明确。在前五个实验中，参与者与共同行动者一起参与实验，并在测试前和测试后阶段对通过随机交错两个固定形状顺序序列生成的混合形状序列做出反应。但不同实验中的参与者经历了不同的中间练习阶段。当参与者在混合形状序列中练习自己的固定顺序序列时，无论是与他人一起（实验1）还是独自练习但被告知其伙伴在不同房间执行相同的练习任务（实验4），参与者对共同行动者练习过的序列都表现出学习效果。当其中一个共同行动者因被排除在练习之外（实验2）或静止不动不做反应（实验3）而不参与时，以及当两个共同行动者一起练习但对刺激的两个不同属性（如分别是颜色和形状）做出反应，其中一个有规律性而另一个没有时，这种间接学习效果就不存在。最后，与单独进行实验6的测试前、练习和测试后阶段相比，参与者在实验1 - 5中对自己练习过的序列表现出相当的直接学习效果。这些结果表明，当一起练习时，甚至当相信自己在与伙伴一起行动时，共同行动者确实会通过社会统计学习表征彼此的任务规律性，并将这种学到的规律性转移到后续的任务表现中。本研究从人们共同表征的更抽象、高层次的任务特征（如共同行动者的任务规律性）方面，扩展了我们对联合行动情境中共同表征的理解。
