The education of attention as explanation of variability of practice effects: Learning the final approach phase in a flight simulator.

Huet, Michaël; Jacobs, David M.; Camachon, Cyril; Missenard, Olivier; Gray, Rob; Montagne, Gilles

doi:10.1037/a0024386

Cited by 54 publications

(55 citation statements)

References 44 publications

(82 reference statements)

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“…Achieving such knowledge would be interesting for theoretical reasons and because it may form the basis of more advanced training methods, for instance if this or a similar system is to be used as an assistive device. This is so because, if knowledge about variable use is available, then training methods can be based on the manipulation of the usefulness of the variables typically used by novices so that these graduate more quickly toward the variables typically used by experts (see [32]–[34] for applications of this methodology in other sensory domains).…”

Section: Discussionmentioning

confidence: 99%

Stepping on Obstacles with a Sensory Substitution Device on the Lower Leg: Practice without Vision Is More Beneficial than Practice with Vision

et al. 2014

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Practice is essential for an adapted use of sensory substitution devices. Understanding the learning process is therefore a fundamental issue in this field of research. This study presents a novel sensory substitution device worn on the lower leg and uses the device to study learning. The device includes 32 vibrotactile actuators that each vibrate as a function of the distance to the nearest surface in a particular direction. Participants wearing the device were asked to approach an object and to step on the object. Two 144-trial practice conditions were compared in a pretest-practice-posttest design. Participants in the first condition practiced with vibrotactile stimulation while blindfolded. Participants in the second condition practiced with vibrotactile stimulation along with normal vision. Performance was relatively successful, both types of practice led to improvements in performance, and practice without vision led to a larger reduction in the number of errors than practice with vision. These results indicate that distance-based sensory substitution is promising in addition to the more traditional light-intensity-based sensory substitution and that providing appropriate sensorimotor couplings is more important than applying the stimulation to highly sensitive body parts. The observed advantage of practice without vision over practice with vision is interpreted in terms of the guidance hypothesis of feedback and learning.

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Section: Discussionmentioning

confidence: 99%

Stepping on Obstacles with a Sensory Substitution Device on the Lower Leg: Practice without Vision Is More Beneficial than Practice with Vision

et al. 2014

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“…Adults exhibit more finely tuned interception skills with practice, even over relatively short periods (Camachon et al, 2007; Montagne et al, 2003), and variable practice is more beneficial than consistent practice (Huet et al, 2011). We examined how consistent versus variable practice with speeding up or slowing down to intercept the blocks affected 10-year-olds’ performance on the interception task.…”

Section: Intercepting Moving Gaps On the Runmentioning

confidence: 99%

How Do Children Perceive and Act on Dynamic Affordances in Crossing Traffic‐Filled Roads?

Plumert

Kearney

2014

Child Dev Perspectives

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Successfully perceiving and acting on dynamic affordances is critical for children and adults to function. In our work, we look at how children cross roads as a model for understanding how they learn to perceive and act on dynamic affordances. Ten- to 14-year-old children and adults ride an interactive bicycling simulator through an immersive virtual environment where they cross intersections with continuous cross traffic. We consistently find developmental and individual differences in children’s ability to tightly time their entry into the roadway relative to the lead car in the gap. Given that children do not adjust their gap choices to match their less precise timing abilities, children take more risks when crossing roads than adults. We conclude by discussing possible reasons for these developmental differences in movement timing.

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“…In the one-dimensional cart-pole version of the task, availability of proprioceptive information about ' An exception is a recent study by Huet et al (2011), which provides an application of aspects of the information-space approach to the landing of aircraft in a flight simulator. pole motion is further limited by the fact that only the cart is touched (cf.…”

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confidence: 96%

The learning of visually guided action: An information-space analysis of pole balancing.

Jacobs

Vaz²,

Michaels³

2012

Journal of Experimental Psychology: Human Perception and Perfor

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In cart-pole balancing, one moves a cart in 1 dimension so as to balance an attached inverted pendulum. We approached perception-action and learning in this task from an ecological perspective. This entailed identifying a space of informational variables that balancers use as they perform the task and demonstrating that they improve by traversing the space to the loci of more useful variables. We presented a novel information space-including fractional derivatives of pendulum angle (e.g., halfway between angle and angular velocity)-as possible information for balancing. Fourteen college students tried to meet a criterion of balancing the pole for 30 s on 3 of 5 successive trials, up to a maximum of 150 attempts. Loci in the fractional derivative space predicted the time series of force production well. Systematic differences were seen in loci as a function of success, and systematic changes in locus were seen with learning. The fractional derivatives were shown to predict pole angles a short time interval into the future, allowing balancers to prospectively control the action and thereby nullify visuomotor delay. In addition to loci in the information space, we analyzed loci in a calibration space, reflecting the gain relating force to information.

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The education of attention as explanation of variability of practice effects: Learning the final approach phase in a flight simulator.

Cited by 54 publications

References 44 publications

Stepping on Obstacles with a Sensory Substitution Device on the Lower Leg: Practice without Vision Is More Beneficial than Practice with Vision

Stepping on Obstacles with a Sensory Substitution Device on the Lower Leg: Practice without Vision Is More Beneficial than Practice with Vision

How Do Children Perceive and Act on Dynamic Affordances in Crossing Traffic‐Filled Roads?

The learning of visually guided action: An information-space analysis of pole balancing.

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