Abstract: Social facilitation refers to the phenomenon of the increase in the level of action due to the presence of others. This is an ancient psychological effect. The earliest experiments by social psychologists found that when faced with a living opponent, the children turned the fishing axis faster; the results achieved by the cyclists in the competition were better. Subsequent studies have yielded similar results, and social psychologists have realized that only the existence of others has a purely impact on behavior. This discovery has accelerated the development of research. The social facilitation applies to a wide range of species (rats, cats, enough, chickens, humans, etc.) and a variety of behaviors (replication, memory, running, etc.); however, as research develops, researchers find others present in the presence of individuals behavior has a hindrance. For example, in a Harvard study, undergraduates showed worse performance in difficult tasks when working with others. After years of exploration, Zajonc proposed the Hull-spence drive theory on the basis of these contradictions. According to Zajonc, the social environment promoted the driving, and the driving strengthened the dominant response, but weakened the subordinate response. The study combines the Hull-spence drive theory and the distraction-conflict theory to propose a new perspective to explain the social facilitation: the degree of cognitive resources invested by individuals in the current task is an important cause of individual behavioral differences. The study emphasizes the relationship between cognitive resource distribution and individual behavior. A large number of studies have carried out similar studies, such as decreased driver concentration after fatigue driving, resulting in reduced ability to deal with unconventional and emergency situations; in VR learning, Those with high spatial capacity have more cognitive resources and better learning tests. Based on the research basis of attention and behavior, the research proposes the following conjectures: when the current task requires less cognitive resources, the individual has redundant cognitive resources available for deployment, and others present to encourage individuals to invest more cognitive resources into the current situation. In the task, the task effect is improved; when the current task requires more cognitive resources, the individual cognition is close to full load, and the presence of others can not only promote the individual to invest more cognitive resources on the task, but instead generate distraction and reduce the task. effect. Whether it is the presence of others to strengthen dominant behavior, weaken subordinate behavior or strengthen simple behavior, weaken complex behaviors, ignore the influence of individual attention on behavior, and neglect the individual's cognitive full load is difficult to further enhance the effect. Adopting this view is a good explanation for the problems that traditional theory is difficult to explain: performers (pianists, reciters) are more likely to make mistakes on the stage, although these behaviors are dominant for performers, but these actions cost them. A lot of cognitive resources, so the stage effect will have a negative effect. The results show that: (1) behavioral data conforms to the Hull-spence drive theory hypothesis. (2) The simple task group induces a higher N1 amplitude than the complex task group. (3) Under simple tasks, someone were present to induce higher N1 amplitudes; under complex tasks, there was no significant difference between N1 and N1 induced by unmanned groups. The results show that the individual's cognitive resources for task input is an important cause of behavioral differences in the group environment. Research provides a new perspective for the study of social facilitation.

Key words: Social facilitation, Event-related potential, Cognitive resources, Hull-spence drive theory, distract-conflict theory

摘要： Zajonc和Baron分别提出社会唤醒理论和分心-冲突理论对社会助长效应进行解释，但仍存在一定的不足。研究在两种理论的基础上提出一种基于认知资源的解释观点。通过行为实验和脑电实验对这一观点进行验证，结果发现： （1）行为数据符合社会唤醒理论假设（2）简单任务组比复杂任务组诱发更高的N1波幅。（3）简单任务下，有人在场诱发更高的N1波幅；复杂任务下，有人在与无人组诱发的N1无显著差异。结果提示：他人在场通过改变个体的注意力投入来影响任务的完成效果。研究很好的解释了社会唤醒理论和分心-冲突理论无法解释的盲区，为社会助长效应的研究提供了一个新的视角。

关键词: 社会助长效应, 社会唤醒理论, 分心-冲突理论, 事件相关电位, 认知资源