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荣辱与共?任务型共同经历对合作行为的影响*
李力, 何吉强, 罗西子, 幸珊珊, 周慧蓉, 张祺玥, 胡嘉骊
心理科学 ›› 2026, Vol. 49 ›› Issue (1) : 121-133.
PDF(1207 KB)
PDF(1207 KB)
荣辱与共?任务型共同经历对合作行为的影响*
Sharing Honor and Dishonor? The Effect of Task-based Shared Experience on Cooperation
采用公共物品困境、囚徒困境和信任博弈实验范式探究任务型共同经历对合作行为的直接和间接影响。实验1分析了公共物品困境中共同/不同任务经历下被试合作行为的差异。实验2通过测量信任和人际距离，探究了共同经历影响合作行为的潜在机制。实验3通过任务目标的达成与否来操纵成败，考察了经历成败对合作行为的影响。研究发现：（1）任务型共同经历较不同经历更能促进合作行为；（2）信任和人际距离在共同经历对合作行为的影响中起中介作用；（3）共同成功经历比不同成功经历表现出更高的合作行为，共同失败经历比不同失败经历表现出更低的合作行为，即拥有共同经历的双方只可“同光荣”不可“共耻辱”。
As one of the key prosocial behaviors, cooperative behavior plays a vital role in social development and group cohesion. Therefore, it is essential to investigate the factors that influence it. Previous studies have shown that shared experiences can effectively promote cooperation. However, most of this research has concentrated on physiological stimulation, emotional stimulation, and interpersonal synchronization. Despite being one of the most common experiences in life, task-based shared experiences have received relatively little attention from researchers. Furthermore, few scholars have explored how the success or failure of these shared experiences impacts cooperative behavior. To address these gaps, this study employs three experiments to examine the relationship between task-based shared experiences and cooperative behavior, the underlying mechanisms involved, and the role of success or failure feedback.
Study 1 investigates the relationship between task-based shared experience and cooperative behavior. The experiment employed a one-way, two-level between-subjects design, with a total of 71 participants randomly assigned to either the task-based common experience group or the task-based different experience group. Participants in the common experience group were required to complete the same task (a memory task), while those in the different experience group were assigned different tasks, with half completing the memory task and the other half completing a summary task. The public goods dilemma was used to measure their cooperative behavior. To rule out alternative explanations, Studies 2a and 2b made minor adjustments to the common/different experiences intervention based on Study 1 and further explored the roles of trust and interpersonal distance in how task-based shared experiences influence cooperative behavior. Study 2a recruited 72 participants, while Study 2b recruited 73. The experimental design and procedures for both studies were similar to those of Study 1, with the following distinctions: Study 2a measured participants' trust using a trust paradigm, while Study 2b assessed interpersonal distance through a questionnaire. Both studies used the Prisoner's Dilemma to evaluate cooperative behavior. Building on Study 2, Study 3 further examines the impact of feedback regarding the success or failure of task-based shared experiences on cooperative behavior. A total of 146 participants were recruited for Study 3, which adopted a 2 (common/different experiences) × 2 (success feedback/failure feedback) experimental design. The interventions for common and different experiences were consistent with those in Study 2; however, participants in the success feedback group were informed that their task was successful, while those in the failure feedback group were told that their task had failed.
The results of Study 1 support the hypothesis that task-based shared experiences promote cooperative behavior more effectively than task-based different experiences. Findings from Study 2 indicate that trust and interpersonal distance mediate the influence of task-based shared experiences on cooperative behavior, which not only supports the hypothesis but also aligns with the predictions of self-categorization theory. Study 3 reveals that successful task-based shared experiences encourage cooperative behavior more than successful task-based different experiences, while the cooperative behavior of the failed task-based shared experiences group is lower than that of the failed task-based different experiences group. Notably, interpersonal distance plays a significant mediating role only under the condition of success feedback, which partially supports the hypothesis.
This study indicates that task-based shared experiences influence the occurrence of cooperative behavior, with trust and interpersonal distance serving as mediating factors in this process. Furthermore, the outcome of these task-based shared experiences-be it a success or failure-moderates their impact on cooperative behavior. Notably, trust loses its mediating role when participants receive feedback regarding the success or failure of their task-based shared experiences. This finding suggests opportunities for future research to investigate the underlying reasons and boundary conditions associated with these dynamics.
共同经历 / 合作行为 / 信任 / 人际距离 / 经历成败
shared experiences / cooperative behavior / trust / interpersonal distance / experience success or failure
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One of the enduring puzzles in biology and the social sciences is the origin and persistence of intraspecific cooperation and altruism in humans and other species. Hundreds of theoretical models have been proposed and there is much confusion about the relationship between these models. To clarify the situation, we developed a synthetic conceptual framework that delineates the conditions necessary for the evolution of altruism and cooperation. We show that at least one of the four following conditions needs to be fulfilled: direct benefits to the focal individual performing a cooperative act; direct or indirect information allowing a better than random guess about whether a given individual will behave cooperatively in repeated reciprocal interactions; preferential interactions between related individuals; and genetic correlation between genes coding for altruism and phenotypic traits that can be identified. When one or more of these conditions are met, altruism or cooperation can evolve if the cost-to-benefit ratio of altruistic and cooperative acts is greater than a threshold value. The cost-to-benefit ratio can be altered by coercion, punishment and policing which therefore act as mechanisms facilitating the evolution of altruism and cooperation. All the models proposed so far are explicitly or implicitly built on these general principles, allowing us to classify them into four general categories.
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People directly experience only themselves here and now but often consider, evaluate, and plan situations that are removed in time or space, that pertain to others' experiences, and that are hypothetical rather than real. People thus transcend the present and mentally traverse temporal distance, spatial distance, social distance, and hypotheticality. We argue that this is made possible by the human capacity for abstract processing of information. We review research showing that there is considerable similarity in the way people mentally traverse different distances, that the process of abstraction underlies traversing different distances, and that this process guides the way people predict, evaluate, and plan near and distant situations.
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Friendship fundamentally shapes interactions, and predicting other people's affiliations is crucial for effectively navigating the social world. We investigated how 3- to 11-year-old children use three cues to reason about friendship: propinquity, similarity, and loyalty. In past work, researchers asked children to report on their own friendships and found a shift from an early focus on propinquity to a much later understanding of the importance of loyalty. Indeed, attention to loyalty was not standard until adolescence. Across four studies (total N = 900), we used a simpler method in which we asked children to make a forced-choice decision about which of two people a main character was better friends with. Although we replicated the finding that understanding the importance of loyalty increases with age, we also found evidence that even the youngest children tested (3- to 5-year-olds) can use loyalty to predict friendship. Thus, a sophisticated understanding of how social interactions unfold differently between friends and nonfriends may be evident by the preschool years. We also discuss interesting developmental differences in how children weigh the importance of each of these friendship cues.Copyright © 2019 Elsevier Inc. All rights reserved.
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In this paper, we present a meta-analysis of the motivational and performance effects of experimentally induced achievement goals and the moderating effects of goal standard and goal framing; comprising 90 studies which provided 235 effect sizes (11,247 participants). The findings show that, relative to performance-approach and performance-avoidance goals and no-goals, induced mastery-approach goals enhanced performance, but not motivation. With regards to the goal standard used in the inducement, mastery-approach goals related to better performance than performance-approach goals, when mastery-approach goals were based on task-referenced standards or when social comparison was used as a standard for inducing performance-approach goals. With regards to the goal framing used in the inducement, mastery-approach goals were more beneficial when achievement goals were induced by means of goal content. We therefore conclude that goal framing and goal standard should be taken into consideration in achievement goal research and practice.
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The association between children's social-status within their peer-group and their prosociality was examined among fourth and sixth graders (N = 276), using sociometric nominations, and actual sharing with a fellow in-group member, or a member of an out-group. Results show an overall increase in sharing with age, and an overall correlation between children's social status among peers and their sharing behavior-however, across both age groups, this association was significant only in the in-group condition, not when the recipient child was an out-group member. Specifically, less accepted children behaved in a less prosocial manner only toward in-group members, not toward out-group ones. This suggests that situational factors and characteristics of the prospective recipient play an important part in the degree to which less socially accepted children are willing to act prosocially. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
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Across disciplines, social learning research has been unified by the principle that people learn new behaviors to the extent that they identify with the actor modeling them. We propose that this conceptualization may overlook the power of the interpersonal situation in which the modeled behavior is observed. Specifically, we predict that contexts characterized by shared in-group attention are particularly conducive to social learning. In two studies, participants were shown the same written exchange in either paragraph or chat form across multiple interpersonal contexts. We gauged social learning based on participants’ tendency to imitate the form of the written exchange to which they were exposed. Across both studies, results reveal that imitation is especially likely among individuals placed in the specific context of simultaneous observation with a similar other. These findings suggest that shared in-group attention is uniquely adaptive for social learning.
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The widespread demand for luxury is best understood by the social advantages of signaling status (i.e., conspicuous consumption; Veblen, 1899). In the present research, we examine the limits of this perspective by studying the implications of status signaling for cooperation. Cooperation is principally about caring for others, which is fundamentally at odds with the self-promotional nature of signaling status. Across behaviorally consequential Prisoner's Dilemma (PD) games and naturalistic scenario studies, we investigate both sides of the relationship between signaling and cooperation: (a) how people respond to others who signal status, as well as (b) the strategic choices people make about whether to signal status. In each case, we find that people recognize the relative advantage of modesty (i.e., the inverse of signaling status) and behave strategically to enable cooperation. That is, people are less likely to cooperate with partners who signal status compared to those who are modest (Studies 1 and 2), and more likely to select a modest person when cooperation is desirable (Study 3). These behaviors are consistent with inferences that status signalers are less prosocial and less prone to cooperate. Importantly, people also refrain from signaling status themselves when it is strategically beneficial to appear cooperative (Studies 4-6). Together, our findings contribute to a better understanding of the conditions under which the reputational costs of conspicuous consumption outweigh its benefits, helping integrate theoretical perspectives on strategic interpersonal dynamics, cooperation, and status signaling. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
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Social comparison theory states that comparison with others should influence an individual's behavior (Festinger, 1954; Munkes & Diehl, 2003). This is primarily due to an upward pressure: the pressure to be better than others, which according to some theories should motivate individuals to increase their level of performance (Munkes & Diehl, 2003; Rijsman, 1974). The effect of upward pressure on individual performance has been tested, but never on effort. To address this gap, we conducted a within-subject design study with N = 40 participants engaged in five-minute video games while presented with scores of a similar, slightly better, or weaker peer, with a control condition omitting the peer's score. Effort-related cardiovascular responses were recorded with initial systolic time interval (ISTI) during the game and baseline conditions. The effect of social comparison on effort was tested with a 4 (social comparison) x 5 (minutes of the tasks) repeated-measures ANOVA on ISTI reactivity. Results showed higher ISTI reactivity, interpreted as increased effort, when participants competed with similar and slightly better peers compared to a weaker peer and the control condition in the last minute of the task, confirming our expectations (Pegna et al., 2019). These results illustrate that social comparison - through its effect on upward pressure - is sufficient to elicit changes in effort-related cardiovascular response.Copyright © 2023 The Authors. Published by Elsevier B.V. All rights reserved.
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This research examines the consequences of incidental food consumption for trust and cooperation. We find that strangers who are assigned to eat similar (vs. dissimilar) foods are more trusting of each other in a trust game (Study 1). Food consumption further influences conflict resolution, with strangers who are assigned to eat similar foods cooperating more in a labor negotiation, and therefore earning more money (Study 2). The role of incidental food similarity on increased trust extends to the product domain. Consumers are more trusting of information about non‐food products (e.g., a software product) when the advertiser in the product testimonial eats similar food to them (Study 3). Lastly, we find evidence that food serves as a particularly strong cue of trust compared with other incidental similarity. People perceive that pairs eating similar foods, but not pairs wearing similar colored shirts, are more trusting of one another (Study 4). We discuss theoretical and practical implications of this work for improving interactions between strangers, and for marketing products.
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A meal naturally brings people together, but does the way a meal is served and consumed further matter for cooperation between people? This research (N = 1,476) yielded evidence that it does. People eating from shared plates (i.e., a Chinese-style meal) cooperated more in social dilemmas and negotiations than those eating from separate plates. Specifically, sharing food from a single plate increased perceived coordination among diners, which in turn led them to behave more cooperatively and less competitively toward each other, compared with individuals eating the same food from separate plates. The effect of sharing a plate on cooperation occurred among strangers, which suggests that sharing plates can bring together more than just allies.
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| [53] |
When considering a charitable act, consumers must often decide on how to allocate their resources across a multitude of possible causes. This article assesses how the relative “urgency” of the causes under consideration (i.e., how critical to human survival the causes are) shapes preferences for specific causes among higher and lower social class consumers. Across a series of studies in a highly unequal socioeconomic environment (Rio de Janeiro, Brazil), we demonstrate that lower-class consumers prefer to donate to urgent causes (e.g., alleviating hunger) compared to non-urgent causes (e.g., encouraging cultural activities), whereas the effect reverses among higher-class consumers. Contrasting experiences with scarcity across social classes vary the consumers’ intrinsic sympathy toward people’s unmet basic needs, which in turn shapes donation allocation preferences. Consistent with this theoretical rationale, class differences in charitable allocations decrease when (a) vivid contextual cues induce sympathy among both higher- and lower-class consumers or (b) the experience with scarcity is similar across social classes. Thus, although class differences in preferences for specific causes can be shifted with relative ease, our findings suggest that those who have the most to give do not spontaneously prioritize what is most urgently needed in society.
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| [54] |
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