In the fields of social and industrial-organizational psychology, social facilitation theory is central to understanding the ways in which human beings learn, interact with each other, do their work, and certain tasks, and so on. The practical implications of this idea are limitless, as is its impact on various areas of psychological research. Fundamentally, social facilitation refers to the tendency of people to perform simple or well-learned tasks better when others are present, and to perform more complicated tasks less effectively (Aiello and Douthitt, 2001). Since Norman Triplett (1898) performed one of the first experiments in social psychology, countless studies have been conducted both in applied or experimental contexts, and with animal or human subjects, examining the causes, effects and general nature of social facilitation, which it has spawned dozens of theories. In 1898, Norman Triplett, a sports psychologist, conducted an experiment that he said demonstrated “dynamogenic factors in pacemaking and competition” (Triplett, 1898). In this experiment, he told the children to reel the rope on a fishing reel as fast as possible and found that the children reeled in faster when working with competing co-actors than when working alone. He concluded that “the bodily presence of another competitor…serves to release latent energy” (Triplett, 1898). This simple experiment may have given rise to dozens of subsequent studies, but it was not until Robert Zajonc (1965) that the study of social facilitation truly took hold. Zajonc revolutionized the field when he proposed an explanation that could explain both performance gains and losses (Aiello and SOCIAL FACILITATION 2Douhitt, 2001). In his article, Zajonc discusses audience effects and describes numerous studies in which the results support the hypothesis that individuals will perform extremely better on well-learned tasks when they are in front of an audience compared to when they are alone, because an audience has consequences for arousal (Zajonc, 1965). ). However, it has also been seen that when an individual is learning a new task, the presence of spectators will significantly hinder his or her ability to learn. Therefore, it can be said that for a student to be most successful, he or she should study alone in an isolated environment, but, when it comes time to take the exam, he or she should be in the presence of many other students. Although Zajonc's audience arousal theory was widely accepted, many competing or alternative theories began to emerge.