Your browser doesn't support javascript.
loading
Me or we? Action-outcome learning in synchronous joint action.
Marschner, Maximilian; Dignath, David; Knoblich, Günther.
Afiliación
  • Marschner M; Department of Cognitive Science, Central European University, Vienna, Austria. Electronic address: Marschner_Maximilian@phd.ceu.edu.
  • Dignath D; Department of Psychology, Eberhard Karls University of Tübingen, Tübingen, Germany. Electronic address: david.dignath@uni-tuebingen.de.
  • Knoblich G; Department of Cognitive Science, Central European University, Vienna, Austria. Electronic address: knoblichg@ceu.edu.
Cognition ; 247: 105785, 2024 Jun.
Article en En | MEDLINE | ID: mdl-38583324
ABSTRACT
Goal-directed behaviour requires mental representations that encode instrumental relationships between actions and their outcomes. The present study investigated how people acquire representations of joint actions where co-actors perform synchronized action contributions to produce joint outcomes in the environment. Adapting an experimental procedure to assess individual action-outcome learning, we tested whether co-acting individuals link jointly produced action outcomes to individual-level features of their own action contributions or to group-level features of their joint action instead. In a learning phase, pairs of participants produced musical chords by synchronizing individual key press responses. In a subsequent test phase, the previously produced chords were presented as imperative stimuli requiring forced-choice responses by both pair members. Stimulus-response mappings were systematically manipulated to be either compatible or incompatible with the individual and joint action-outcome mappings of the preceding learning phase. Only joint but not individual compatibility was found to modulate participants' performance in the test phase. Yet, opposite to predictions of associative accounts of action-outcome learning, jointly incompatible mappings between learning and test phase resulted in better performance. We discuss a possible explanation of this finding, proposing that pairs' group-level learning experience modulated how participants encoded ambiguous task instructions in the test phase. Our findings inform current debates about mechanistic explanations of action-outcome learning effects and provide novel evidence that joint action is supported by dedicated mental representations encoding own and others' actions on a group level.
Palabras clave

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Idioma: En Revista: Cognition Año: 2024 Tipo del documento: Article Pais de publicación: Países Bajos

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Idioma: En Revista: Cognition Año: 2024 Tipo del documento: Article Pais de publicación: Países Bajos