Transfer of learning between unimanual and bimanual rhythmic movement coordination: transfer is a function of the task dynamic

Snapp-Childs, Winona; Wilson, Andrew D.; Bingham, Geoffrey P.

doi:10.1007/s00221-015-4292-y

Cited by 29 publications

(51 citation statements)

References 61 publications

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“…This ecological task-dynamics analysis has so far been developed most completely in the context of coordinated rhythmic movement (Bingham, 2001, 2004a, 2004b, Golonka & Wilson, 2012, 2019bSnapp-Childs, Wilson, & Bingham, 2011;Snapp-Childs, Wilson, & Bingham, 2015). The next section will briefly review that work and then set up the current study as the next step in the research programme.…”

Section: Transfer Of Task Dynamical Learningmentioning

confidence: 99%

Perceptual information supports transfer of learning in coordinated rhythmic movement

Leach

Kolokotroni

Wilson

2020

Psychological Research

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In this paper, we trained people to produce 90° mean relative phase using task-appropriate feedback and investigated whether and how that learning transfers to other coordinations. Past work has failed to find transfer of learning to other relative phases, only to symmetry partners (identical coordinations with reversed lead-lag relationships) and to other effector combinations. However, that research has all trained people using transformed visual feedback (visual metronomes, Lissajous feedback) which removes the relative motion information typically used to produce various coordinations (relative direction, relative position; Wilson and Bingham, in Percept Psychophys 70 (3):465-476, 2008). Coordination feedback (Wilson et al., in J Exp Psychol Hum Percept Perform 36(6):1508, 2010) preserves that information and we have recently shown that relative position supports transfer of learning between unimanual and bimanual performance of 90° (Snapp-Childs et al., in Exp Brain Res 233 (7), [2225][2226][2227][2228][2229][2230][2231][2232][2233][2234][2235][2236][2237][2238] 2015). Here, we ask whether that information can support the production of other relative phases. We found large, asymmetric transfer of learning bimanual 90° to bimanual 60° and 120°, supported by perceptual learning of relative position information at 90°. For learning to transfer, the two tasks must overlap in some critical way; this is additional evidence that this overlap must be informational. We discuss the results in the context of an ecological, task dynamical approach to understanding the nature of perception-action tasks.Publisher's Note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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Section: Transfer Of Task Dynamical Learningmentioning

confidence: 99%

Perceptual information supports transfer of learning in coordinated rhythmic movement

Leach

Kolokotroni

Wilson

2020

Psychological Research

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“…This is the proportion of time people spent coordinating at the required phase (within an error bandwidth, typically set to 20°). Proportion-time-on target, therefore, indicates how successful participants are at coordinating at the required relative phase (Wilson et al, 2010; Snapp-Childs et al, 2011, 2015). This measure was not used in our primary analysis because our control task has no target relative phase (meaning it is not possible to compute proportion-time-on-target for the control condition).…”

Section: Discussionmentioning

confidence: 99%

How Moving Together Brings Us Together: When Coordinated Rhythmic Movement Affects Cooperation

2016

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Although it is well established that rhythmically coordinating with a social partner can increase cooperation, it is as yet unclear when and why intentional coordination has such effects. We distinguish three dimensions along which explanations might vary. First, pro-social effects might require in-phase synchrony or simply coordination. Second, the effects of rhythmic movements on cooperation might be direct or mediated by an intervening variable. Third, the pro-social effects might occur in proportion to the quality of the coordination, or occur once some threshold amount of coordination has occurred. We report an experiment and two follow-ups which sought to identify which classes of models are required to account for the positive effects of coordinated rhythmic movement on cooperation. Across the studies, we found evidence (1) that coordination, and not just synchrony, can have pro-social consequences (so long as the social nature of the task is perceived), (2) that the effects of intentional coordination are direct, not mediated, and (3) that the degree of the coordination did not predict the degree of cooperation. The fact of inter-personal coordination (moving together in time and in a social context) is all that's required for pro-social effects. We suggest that future research should use the kind of carefully controllable experimental task used here to continue to develop explanations for when and why coordination affects pro-social behaviors.

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“…In what way two tasks need to be related so that people can transfer what they have learned from one to the other is largely an open question (e.g., Snapp-Childs et al, 2015). However, if two tasks share most 3 One might suspect that at some point in the auction, the participants anticipated that the "winners" would not be forced to pay the full amount bid (which is, indeed, what happened: they did not have to pay the full $2,000).…”

Section: Learning From Different Types Of Experiencementioning

confidence: 99%

“…Direct experience exposes individuals to all aspects of the situation, including both hot competitive escalation and its destructive consequences. Because the task in which individuals learn and the task they encounter afterwards are identical, the conditions for knowledge transfer are ideal (Snapp‐Childs, Wilson, & Bingham, ; Thorndike, ). Nevertheless, prior research has shown that after losing in a competition, people often set themselves a more challenging goal (Buser, ).…”

Section: Introductionmentioning

confidence: 99%

“…Even if individuals have not experienced exactly the same task before, they can potentially transfer knowledge acquired from their experience in similar or related tasks (see Blume, Ford, Baldwin, & Huang, , for a recent review of the training transfer literature). In what way two tasks need to be related so that people can transfer what they have learned from one to the other is largely an open question (e.g., Snapp‐Childs et al, ). However, if two tasks share most features—except one—and one cannot learn from one to the other, then this demonstrates that the feature on which they differ is crucial.…”

Section: Introductionmentioning

confidence: 99%

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Competitive escalation and interventions

Hafenbrädl

Woike

2018

Behavioral Decision Making

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Competitive escalation occurs frequently in managerial environments, when decisions create sunk costs and decision makers compete under time pressure. In a series of experiments using a minimal dollar auction paradigm, we test interventions to prevent competitive escalation. Without any intervention, most people, including experienced managers, escalate and lose money by bidding more than the price is worth (e.g., more than 10 € for 10 €). We test several interventions, in which we provide individuals with different types of experience: direct experience in structurally identical and in structurally similar situations, as well as direct experience in similarly competitive situations (lacking the escalation dimension). We also study indirect experience based on vicariously learning about the situation's consequences (experienced by others) and based on mental simulation by setting oneself a limit regarding where to exit the competition. In 3 experiments (N = 1,229), we find that direct experience in exactly the same or a structurally similar situation allows individuals to prevent subsequent escalation, whereas direct experience in a similar situation without escalation does not. Indirect experience based on vicarious learning successfully reduces competitive escalation, whereas a goal‐setting intervention that has proven instrumental in reducing classic escalation of commitment is not effective. This pattern of variation in the effectiveness of different interventions is consistent with the theory of a hot‐cold empathy gap that prevents people from anticipating how they will experience a competitive situation before entering it. As a methodological contribution, we developed a deception‐free computer‐player dollar‐auction for online participants and a dynamic chicken game.

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Transfer of learning between unimanual and bimanual rhythmic movement coordination: transfer is a function of the task dynamic

Cited by 29 publications

References 61 publications

Perceptual information supports transfer of learning in coordinated rhythmic movement

Perceptual information supports transfer of learning in coordinated rhythmic movement

How Moving Together Brings Us Together: When Coordinated Rhythmic Movement Affects Cooperation

Competitive escalation and interventions

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