I investigated the importance of cognitive exposure and social interaction for group-to-individual transfer for low-and high-demonstrability tasks. I tested the hypothesis that transfer occurs for high-demonstrability tasks with or without social interaction, but transfer for low-demonstrability tasks only occurs if subjects engage in social interaction. During the transfer phase, subjects either worked in a small group, which permitted social interaction, or viewed a video of a yolked group, which only permitted the transfer of cognitive processes. Analysis of subjects’ pre-post performance difference indicated that transfer is constant regardless of the level of demonstrability. However, overall transfer for the high demonstrability task exceeds transfer of the low demonstrability task.
Freedman, Adam J., "Varying Task Demonstrability to Examine the Roles of Social and Cognitive Factors in Group Transfer Learning" (2012). Honors Projects. Paper 26.
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