同伴意图有无对社会学习迁移效应的影响  

Co-actors’ Intentions Impact the Occurrence of Social Transfer of Learning Effect

作　　者：汪俊[1] 赵梦飞 向丽雅 WANG Jun;ZHAO Meng-fei;XIANG Li-ya(School of Psychology,Zhejiang Normal University,Jinhua 321004,China)

机构地区：[1]浙江师范大学心理学院,金华321004

出　　处：《应用心理学》2025年第1期89-96,共8页Chinese Journal of Applied Psychology

基　　金：浙江省哲学社会科学领军人才培育(重大)课题(项目号:21YJRC09ZD);本论文系浙江省心理学会第十八届学术交流大会会议论文。

摘　　要：为探明社会学习迁移效应的认知机制,本研究操纵同伴意图有无,即实验中的同伴类型及任务参与类型,并测量不同条件下的社会学习迁移效应。结果发现,仅当同伴积极参与执行任务时存在社会学习迁移效应,而同伴为显著客体但不具备行动意图时不存在。这表明表征同伴执行任务的意图是社会学习迁移效应发生的必要条件,支持共同表征的理论解释。本研究厘清了之前研究的理论争议,并对进一步利用社会迁移促进自身学习具有启示意义。To clarify the cognitive mechanism underlying the social transfer-of-learning effect,the present study manipulated co-actors’ intentions under different experimental conditions and examined how the social transfer-of-learning effect is impacted. Through two experiments,co-actors either participated with intentions(e.g., an active actor) or without intentions(e.g., a wave cat,a passive observer or a blindfold participant). The results revealed that social transfer-of-learning effect only occurred when co-actors proactively performed tasks. These findings indicate that representing co-actors’ intentions is necessary for the occurrence of social transfer-of-learning effect and provide further supporting evidence for the co-representation account. More importantly,the present study clarifies theoretical discrepancies in previous literatures and sheds light on how to improve learning performance through joint actions.

关 键 词：社会学习迁移效应 共同表征理论 意图 参照编码理论 

分 类 号：B849[哲学宗教—应用心理学]