Perceptual Behavior: Recurrence Analysis of a Haptic Exploratory Procedure

Riley, Michael A.; Wagman, Jeffrey B.; Santana, Marie-Vee; Carello, Claudia; Turvey, M. T.

doi:10.1068/p3176

Cited by 58 publications

(52 citation statements)

References 56 publications

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“…It is indeed probable that in the wielding conditions of the present experiments, changes in information usage are reflected in the wielding behavior. Indeed, perceivers have been found to adjust their wielding behavior to the mechanical variable they intend to detect (Riley et al, 2002). However, the present study demonstrates that perceivers do not always rely on the salient variables in the array-changes in information usage are not always accompanied by changes in perceptual behavior.…”

Section: Salience Hypothesiscontrasting

confidence: 39%

“…Because changes in information usage are likely to be accompanied by changes in the wielding behavior (cf. Riley, Wagman, Santana, Carello, & Turvey, 2002), the participants were allowed to hold the rod loosely and wield it freely, with the exception that touching the curtain or the floor was prohibited. After the participant made the length judgment, we provided feedback on the actual length of the rod; we repositioned the planar surface so that it coincided with the actual distal end of the handheld rod (see Withagen & Michaels, 2004.…”

Section: Methodsmentioning

confidence: 99%

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How mechanical context and feedback jointly determine the use of mechanical variables in length perception by dynamic touch

Menger

Withagen

2009

Attention, Perception & Psychophysics

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Earlier studies have revealed that both mechanical context and feedback determine what mechanical invariant is used to perceive length by dynamic touch. In the present article, the authors examined how these two factors jointly constrain the informational variable that is relied upon. Participants were to judge length while wielding a rod or while holding it stationary. In two experiments, it was tested whether perceptual learning effects in the wielding condition transferred to the holding condition and vice versa. There was an asymmetry in transfer across mechanical conditions: Improvements in the holding context transferred to the wielding condition, but not vice versa. Examining the individuals' exploitation of mechanical variables, we found that, after feedback, participants changed in information usage in both mechanical conditions. For many participants, these changes were not confined to the mechanical context in which the feedback was provided. Indeed, feedback in one mechanical context brought about changes in information usage that often manifested themselves in the other mechanical condition. The authors explore the implications of these findings for research on perceptual learning in dynamic touch and the salience hypothesis.

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Section: Salience Hypothesiscontrasting

confidence: 39%

Section: Methodsmentioning

confidence: 99%

How mechanical context and feedback jointly determine the use of mechanical variables in length perception by dynamic touch

Menger

Withagen

2009

Attention, Perception & Psychophysics

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“…The fact that a substantial number of participants were almost unaffected by the feedback suggests that the no-learners rod. Because a change in information usage was likely to be accompanied by a change in the wielding behavior (see Riley, Wagman, Santana, Carello, & Turvey, 2002), the participants were allowed to wield the rod freely and to hold it loosely in their hand. The only restriction we imposed was that the participants were not allowed to touch the curtain or the floor.…”

Section: Resultsmentioning

confidence: 99%

Individual differences in learning to perceive length by dynamic touch: Evidence for variation in perceptual learning capacities

Withagen

Wermeskerken

2009

Perception & Psychophysics

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Recent studies of perceptual learning have explored and commented on variation in learning trajectories. Although several factors have been suggested to account for this variation, thus far the idea that humans vary in their perceptual learning capacities has received scant attention. In the present experiment, we aimed at providing a detailed picture of the variation in this capacity by investigating the perceptual learning trajectories of a considerable number of participants. The learning process was studied using the paradigm of length perception by dynamic touch. The results showed that there are substantial individual differences in the way perceivers respond to feedback. Indeed, after feedback, the participants' perceptual performances diverged. We conclude that humans vary in their perceptual learning capacities. The implications of this finding for recent discussions on variation in perception are explored.

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“…However, to understand how perceptual information grows out of the relation between the variable and the exploratory process, a different perspective on the latter is required. In the study of exploratory activity, ecological psychologists have often assumed that this activity provides a window into the use of variables in the array (e.g., Riley, Wagman, Santana, Carello, & Turvey, 2002;van de Langenberg et al, 2006;van Doorn, van der Kamp, de Wit, & Savelsbergh, 2009). That is, the detection of a certain variable is accompanied by particular exploratory behavior.…”

Section: Applying Oyama's Conception Of Information To Perception-actionmentioning

confidence: 99%

Towards a new ecological conception of perceptual information: Lessons from a developmental systems perspective

Withagen¹,

Kamp²

2010

Human Movement Science

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Over the last two decades or so, empirical studies of perception, action, learning, and development have revealed that participants vary in what variable they detect and use and often rely on nonspecifying variables. This casts doubt on the Gibsonian conception of information as specification. It is argued that a recent ecological conception of information has solved important problems, but falls short in explaining what determines the object of perception. Drawing on recent work on developmental systems, we sketch the outlines of an alternative conception of perceptual information.It is argued that perceptual information does not reside in the ambient arrays; rather, perceptual information is a relational property of patterns in the array and perceptual processes. What a pattern in the ambient flow informs about depends on the perceiver who uses it. Here, we explore the implications of this alternative conception of information for the ecological approach to perception and action. The concept of information is a strongly debated notion in the study of perception and action. Indeed, among the issues that separate contemporary approaches to perception and action is the idea of what information is and where it resides. Proponents of indirect theories of perception have asserted that the information involved in perception exists both in the environment and the perceiver. Roughly speaking, this theory holds that the stimulus information that impinges on the senses is impoverished and needs to be enriched (e.g., Fodor & Pylyshyn, 1981;Neisser, 1967;Ullman, 1980). Thus, information residing in the animal enriches the impoverished stimulus information that the senses receive from the environment. Advocates of the theory of direct perception, by contrast, have claimed that all the information that is needed for perception is "out there" in the environment. J. J. Gibson (1966Gibson ( , 1979Gibson ( /1986, the founder of the ecological theory, asserted that the ambient energy arrays contain information that is rich and sufficient for perception. Because information in the arrays is specific to environmental properties, enrichment processes can be dispensed with. Perception is simply the extraction of specifying information that resides in the ambient array.Since its inception in the 1960s and 1970s, J. J. Gibson's ecological theory of perception and action has inspired many researchers, giving rise to a fruitful experimental program, the results of which are steadily accumulating (e

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Perceptual Behavior: Recurrence Analysis of a Haptic Exploratory Procedure

Cited by 58 publications

References 56 publications

How mechanical context and feedback jointly determine the use of mechanical variables in length perception by dynamic touch

How mechanical context and feedback jointly determine the use of mechanical variables in length perception by dynamic touch

Individual differences in learning to perceive length by dynamic touch: Evidence for variation in perceptual learning capacities

Towards a new ecological conception of perceptual information: Lessons from a developmental systems perspective

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