On Potential-Based and Direct Movements in Information Spaces

Jacobs, David M.; Ibáñez-Gijón, Jorge; Díaz, Alex; Travieso, David

doi:10.1080/10407413.2011.566046

Cited by 14 publications

(12 citation statements)

References 26 publications

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“…In this regard we have brought together the role of intrinsic dynamics (Kelso, 1995) and the emergence of processes of search in task space that can be independent of the gradient descent properties of the landscape of both task and intrinsic dynamics (Newell et al, 1989). This possibility opens the question on the processes of perception of informational variables that grasp macroscopic properties from task and perceptual-motor workspace that leads to divergent search patterns (e.g., Jacobs et al, 2011; Michaels et al, 2017). It also opens the question as to the learner’s priorities for using information on one level or another in the search process for learning.…”

Section: Closing Commentsmentioning

confidence: 99%

Search Strategies in the Perceptual-Motor Workspace and the Acquisition of Coordination, Control, and Skill

2019

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In this paper we re-visit and elaborate-on the theoretical framework of learning as searching within the perceptual-motor workspace for a solution to the task. The central focus is the nature of search strategies to locate and create stable equilibrium regions in the perceptual-motor workspace and how these strategies relate to the emergent movement forms in the acquisition of coordination, control, and skill. In the ecological theory of perception and action, the enhanced stability of performance occurs through the attunement of the perceptual systems to the task dynamics together with modifications of action as task and intrinsic dynamics cooperate and/or compete. Thus, through practice in this search process, individuals adapt to the pick-up of task relevant perceptual variables and change their movement form according to the stability of the performed action and its outcome in relation to the task demands. Contemporary experimental findings have revealed features of the search process given the interaction of individual intrinsic dynamics in the context of task requirements and principles that drive the change – e.g., exploitation of more tolerant task-space solutions and emergence of compensatory mechanisms. Finally, we outline how the search strategy framework relates to traditional learning-related phenomena: including the dynamical pathways of learning, learning curves, factors of learning, individuality, motor development, and sport and rehabilitation interventions.

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Section: Closing Commentsmentioning

confidence: 99%

Search Strategies in the Perceptual-Motor Workspace and the Acquisition of Coordination, Control, and Skill

2019

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“…The remaining participants returned to, or continued (if they had not changed variable use during practice), using the nonspecifying informational variable that induced the illusory bias. Possibly, a similar thing happened in the recent work of Jacobs et al (2011), who found only small changes toward a stronger reliance on specifying variables. Because these authors did not report individual trajectories, this may equally well point to only few participants changing their information pickup, rather than to a small change across all or most participants.…”

Section: Discussionmentioning

confidence: 78%

“…Although ample evidence has shown that practice-even without feedback-may reduce illusory bias (e.g., for the Müller-Lyer illusion; see Eysenck & Slater, 1958;Judd, 1902;Schiano & Jordan, 1990), it has not been directly tested whether this is due to a convergence to specifying informational variables. A recent article by Jacobs et al (2011), however, has provided the proverbial exception: The authors found a marginal reduction in the illusory bias in the perception of the length of the shaft in the Müller-Lyer illusion after a short period of practice with veridical feedback, and suggested that this was likely due to a stronger reliance on length-specifying information 3 ; yet, differences in perceptual accuracy or learning between the participants were not considered. Hence, we hypothesized that a reduction or disappearance of the illusory bias with practice would most likely result from a shift in picking up nonspecifying variables toward a reliance on more useful variables.…”

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confidence: 96%

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Cultural and learning differences in the Judd illusion

Kamp

Withagen

Wit

2013

Atten Percept Psychophys

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In the present study, we examined whether individual differences in the perception of illusory Judd drawings point to variability in the pickup of informational variables. Two sources for these individual differences were addressed: culture and learning. East Asian (n = 24) and Western (n = 24) participants made perceptual judgments of the midpoint of the shaft of various Judd figures in a pretestpractice-posttest design. During practice, half of the participants received feedback about the actual midpoint after each trial, while the other half did not receive feedback. The results showed differences among perceivers of different cultures in judging the midpoints of the shafts of Judd figures, particularly with respect to their propensity to improve perceptual accuracy after repeated practice and feedback. For most participants, changes in illusory bias as a consequence of learning were shown to reflect either a change in what informational variable they exploited or a rescaling or calibration of the perception to the informational variable. However, the individual differences in illusory bias related to culture could not be unequivocally attributed to either of these perceptual-learning processes.

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“…For example, our portrayal so far argued that learning trajectories are based on vectors, which means that learning is based on detected informational quantities that are as many dimensional as the space that is used to describe the learning. Even from within the framework of direct learning, however, we have tentatively explored the alternative view that learning may be based on single-dimensional potential functions on the space (Jacobs, Iba´n˜ez-Gijo´n, Dı´az, & Travieso, 2011). Figure 4 illustrates this type of analysis for the information space defined in equation 7.…”

Section: Information For Learning: a Dynamic Touch Examplementioning

confidence: 99%

The direct learning theory: a naturalistic approach to learning for the post-cognitivist era

et al. 2019

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In 2017, Di Paolo, Buhrmann, and Barandiarán proposed a list of criteria that post-cognitivist theories of learning should fulfill. In this article, we review the ecological theory of direct learning. We argue that this theory fulfills most of the criteria put forward by Di Paolo et al. and that its tools and concepts can be useful to other post-cognitivist theories of learning. Direct learning holds that improvements with practice are driven by information for learning that can be found in the dynamic organism-environment interaction. The theory formally describes information for learning as a vector field that spans a space with all the perception-action couplings that may be used to perform an action. Being located at a point of such a space means using a specific perception-action coupling. Changes in perception-action couplings due to learning can be represented as paths across the space, and can be explained with the vector field of information for learning. Previous research on direct learning considered actions that were best understood with single perception-action couplings. To conclude the article, and inspired by the criteria of Di Paolo et al., we discuss an extension of the theory to actions that are best understood with multiple perception-action couplings.

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On Potential-Based and Direct Movements in Information Spaces

Cited by 14 publications

References 26 publications

Search Strategies in the Perceptual-Motor Workspace and the Acquisition of Coordination, Control, and Skill

Search Strategies in the Perceptual-Motor Workspace and the Acquisition of Coordination, Control, and Skill

Cultural and learning differences in the Judd illusion

The direct learning theory: a naturalistic approach to learning for the post-cognitivist era

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