Abstract：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 participate 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.
social transfer-of-learning effect, co-representation account, intention, referential-coding account
汪俊，赵梦飞，向丽雅. 同伴意图有无对社会学习迁移效应的影响[J]. 应用心理学, 2025, 31(1): 89-96.
WANG Jun，ZHAO Meng-fei，XIANG Li-ya. Co-actors’ Intentions Impact the Occurrence of Social Transfer of Learning Effect. 应用心理学, 2025, 31(1): 89-96.
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