Direct learning in dynamic touch.
A dynamic touch paradigm in which participants judged the lengths of rods and pipes was used to test the D. M. Jacobs and C. F. Michaels (2007) theory of perceptual learning. The theory portrays perception as the exploitation of a locus on an information manifold and learning as continuous movement across that manifold to a new locus, as guided by information available in feedback. The information manifold was defined as a 1-dimensional space of inertial variables. To encourage maximal learning, a 2-step procedure was used in each of 2 experiments. Each step comprised a pretest to identify the starting locus on the information manifold, a practice phase in which feedback specifying the optimal locus was given, and a posttest in which the ending locus on the manifold was identified. In the 2nd step, a different feedback variable specified a different optimum. In both experiments, participants, who sometimes began at different loci, showed the predicted movement toward the optimum in each phase. Whereas previous applications of the theory posit the existence of information-for-learning without identifying a candidate variable, such a candidate is identified.
Michaels
Claire F
CF
Department of Psychology, University of Connecticut, Storrs, CT 06269, USA. claire.michaels@uconn.edu
Arzamarski
Ryan
R
Isenhower
Robert W
RW
Jacobs
David M
DM
D004215:Distance Perception / Q000502:physiology; D005246:Feedback; D006801:Humans; D007257:Information Theory; D007858:Learning / Q000502:physiology*; D008960:Models, Psychological; D009048:Motor Skills / Q000502:physiology; D011214:Practice, Psychological; D011597:Psychomotor Performance / Q000502:physiology*; D011601:Psychophysics; D012858:Size Perception / Q000502:physiology*; D013647:Task Performance and Analysis; D014110:Touch / Q000502:physiology*; D014892:Weight Perception / Q000502:physiology*