Document Type

Honors Project


I would like to thank my professors, friends and family for their support, encouragement and assistance while collecting data and writing this thesis. First, I would like to thank Professor Brooke Lea for his advice and support while completing this project. Second, I would like to thank my readers, Professors Pete Ferderer and Sun No, for their guidance and support while completing the project. Third, I would like to thank Professors Jaine Strauss and Darcy Burgund for their support and advice. Fourth, I would like to thank my parents and sister for their support and valuable input when completing the project, as well as providing non-academic support during the project and my four years at Macalester. Fifth, I would like to thank Josh Allen, Ken Moffett and Professor Wiertelak for their help with the logistics of collecting data. Finally, I would like to thank my friends for their considerable patience and support as I worked to complete the project this year.


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.



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