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Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task
11:18

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Published on: June 1, 2015

Direct learning in dynamic touch.

Claire F Michaels1, Ryan Arzamarski, Robert W Isenhower

  • 1Department of Psychology, University of Connecticut, Storrs, CT 06269, USA. claire.michaels@uconn.edu

Journal of Experimental Psychology. Human Perception and Performance
|July 31, 2008
PubMed
Summary
This summary is machine-generated.

This study tested perceptual learning theory using a dynamic touch paradigm. Participants learned to adjust their perception based on feedback, demonstrating movement across an information manifold as predicted by the theory.

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Area of Science:

  • Psychology
  • Cognitive Science
  • Perception

Background:

  • The theory of perceptual learning posits perception as exploiting a locus on an information manifold.
  • Learning is conceptualized as movement across this manifold, guided by feedback.
  • Previous models lacked specific information-for-learning variables.

Purpose of the Study:

  • To test D. M. Jacobs and C. F. Michaels (2007) theory of perceptual learning.
  • To investigate perceptual learning within a dynamic touch paradigm.
  • To identify a candidate variable for information-for-learning.

Main Methods:

  • A dynamic touch paradigm involved participants judging rod and pipe lengths.
  • A 2-step procedure included pretests, practice with feedback, and posttests.
  • The information manifold was defined as a 1-dimensional space of inertial variables.

Main Results:

  • Participants demonstrated predicted movement toward optimal loci on the information manifold.
  • Learning occurred across different optimal loci specified by distinct feedback variables.
  • The study identified a candidate variable for information-for-learning.

Conclusions:

  • The findings support the theory of perceptual learning as a continuous movement across an information manifold.
  • The dynamic touch paradigm effectively demonstrated perceptual adaptation guided by feedback.
  • A specific candidate variable for information-for-learning was identified, advancing the theory.