A further extension of the evaluation approach is the learned drive hypothesis, which was developed by Cottrell, Wack, Sekerak, and Rittle, and states that activation only increases when actors feel that the audience is capable of evaluating their performance. In other words, it implies that the cause of evaluation apprehension comes from a learned audience. They studied how a participant performed on well-learned tasks while in the presence of an audience focused on another event, and in the presence of an audience focused on the tasks being performed. They found that participants performing in the latter group, with the audience that was focused on what the participants were doing, largely gave dominant responses.