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When is Helping Helpful?

This research investigates how expectations of evaluation and the timing of help giving affect an individual’s ability to perform on a learning task. Results suggest that help given by a nonevaluative other facilitates performance improvement, irrespective of timing, whereas help given by an evaluative other can inhibit performance improvement, depending on timing. Exploratory analyses regarding individuals’ cognitive and behavioral reactions to helping interventions provide insight into underlying mechanisms that account for the relationships observed.