scholarly journals Sensory feedback reduces scalar variability effects in perception and action tasks

2019 ◽  
Vol 19 (10) ◽  
pp. 110
Author(s):  
Ailin Deng ◽  
Evan Cesanek ◽  
Fulvio Domini
Keyword(s):  
Sensory Feedback ◽  
Perception And Action ◽  
Scalar Variability

scholarly journals A shared numerical representation for action and perception

eLife ◽  
2016 ◽  
Vol 5 ◽  
Author(s):  
Giovanni Anobile ◽  
Roberto Arrighi ◽  
Irene Togoli ◽  
David Charles Burr
Keyword(s):  
Magnitude Estimation ◽  
Real World ◽  
Sensory Feedback ◽  
Perception And Action ◽  
Visual Stimuli ◽  
Finger Tapping ◽  
Numerical Representation ◽  
Short Period ◽  
Action And Perception ◽  
External Events

Humans and other species have perceptual mechanisms dedicated to estimating approximate quantity: a sense of number. Here we show a clear interaction between self-produced actions and the perceived numerosity of subsequent visual stimuli. A short period of rapid finger-tapping (without sensory feedback) caused subjects to underestimate the number of visual stimuli presented near the tapping region; and a period of slow tapping caused overestimation. The distortions occurred both for stimuli presented sequentially (series of flashes) and simultaneously (clouds of dots); both for magnitude estimation and forced-choice comparison. The adaptation was spatially selective, primarily in external, real-world coordinates. Our results sit well with studies reporting links between perception and action, showing that vision and action share mechanisms that encode numbers: a generalized number sense, which estimates the number of self-generated as well as external events.

Potters Make Shorter Pots Under Conditions of Reduced Sensory Input

Perception ◽  
2018 ◽  
Vol 47 (8) ◽  
pp. 860-872
Author(s):  
Mounia Ziat ◽  
Min Park ◽  
Brian Kakas ◽  
David A. Rosenbaum
Keyword(s):  
Visual Feedback ◽  
Sensory Feedback ◽  
Sensory Input ◽  
Perception And Action ◽  
Behavioral Research ◽  
Control Hypothesis ◽  
Clay Pots ◽  
Do So

Although people have made clay pots for millennia, little behavioral research has explored how they do so. We were specifically interested in potters’ use of auditory, haptic, and visual feedback. We asked what would happen if one or two of these sources of feedback were removed and potters tried to create pots of a given height, stopping when they thought they had reached that height. We asked students in a pottery class to build simple clay vessels either when they had full sensory feedback (in the control condition for all participants) or when they had reduced input from one modality (in Experiment 1) or two modalities (in Experiment 2). Participants were asked to stop building the vessels when they thought the vessels were 5 in. high. We found that participants produced shorter vessels when one or more forms of sensory feedback was reduced. The degree of shortening did not depend on the type or number of reduced sensory channels. The results are consistent with a control hypothesis where potters must have learned how to use sensory feedback from the modalities to help them control their ceramic creations. The results help highlight the importance of the intimate connections between perception and action.

scholarly journals Sensory feedback reduces scalar variability in grasping

2018 ◽  
Vol 18 (10) ◽  
pp. 63
Author(s):  
Ailin Deng ◽  
Evan Cesanek ◽  
Fulvio Domini
Keyword(s):  
Sensory Feedback ◽  
Scalar Variability

scholarly journals Sensorimotor adaptation and cue reweighting compensate for distorted 3D shape information, accounting for paradoxical perception-action dissociations

2020 ◽  
Vol 123 (4) ◽  
pp. 1407-1419
Author(s):  
Evan Cesanek ◽  
Jordan A. Taylor ◽  
Fulvio Domini
Keyword(s):  
Supervised Learning ◽  
Sensory Feedback ◽  
Perception And Action ◽  
Three Dimensional ◽  
Learning Processes ◽  
Sensorimotor Adaptation ◽  
Slant Perception ◽  
Fixed Amount ◽  
Shape Information ◽  
3D Shape

Visually guided movements can show surprising accuracy even when the perceived three-dimensional (3D) shape of the target is distorted. One explanation of this paradox is that an evolutionarily specialized “vision-for-action” system provides accurate shape estimates by relying selectively on stereo information and ignoring less reliable sources of shape information like texture and shading. However, the key support for this hypothesis has come from studies that analyze average behavior across many visuomotor interactions where available sensory feedback reinforces stereo information. The present study, which carefully accounts for the effects of feedback, shows that visuomotor interactions with slanted surfaces are actually planned using the same cue-combination function as slant perception and that apparent dissociations can arise due to two distinct supervised learning processes: sensorimotor adaptation and cue reweighting. In two experiments, we show that when a distorted slant cue biases perception (e.g., surfaces appear flattened by a fixed amount), sensorimotor adaptation rapidly adjusts the planned grip orientation to compensate for this constant error. However, when the distorted slant cue is unreliable, leading to variable errors across a set of objects (i.e., some slants are overestimated, others underestimated), then relative cue weights are gradually adjusted to reduce the misleading effect of the unreliable cue, consistent with previous perceptual studies of cue reweighting. The speed and flexibility of these two forms of learning provide an alternative explanation of why perception and action are sometimes found to be dissociated in experiments where some 3D shape cues are consistent with sensory feedback while others are faulty. NEW & NOTEWORTHY When interacting with three-dimensional (3D) objects, sensory feedback is available that could improve future performance via supervised learning. Here we confirm that natural visuomotor interactions lead to sensorimotor adaptation and cue reweighting, two distinct learning processes uniquely suited to resolve errors caused by biased and noisy 3D shape cues. These findings explain why perception and action are often found to be dissociated in experiments where some cues are consistent with sensory feedback while others are faulty.

Human Cerebral Potentials During Motor Training Under Different Forms of Sensory Feedback

1999 ◽  
Vol 13 (4) ◽  
pp. 234-244
Author(s):  
Uwe Niederberger ◽  
Wolf-Dieter Gerber
Keyword(s):  
Healthy Subjects ◽  
Sensory Feedback ◽  
Motor Task ◽  
Tactile Feedback ◽  
Proprioceptive Feedback ◽  
Motor Training ◽  
Feedback Group ◽  
Emg Feedback ◽  
The Right ◽  
Training Success

Abstract In two experiments with four and two groups of healthy subjects, a novel motor task, the voluntary abduction of the right big toe, was trained. This task cannot usually be performed without training and is therefore ideal for the study of elementary motor learning. A systematic variation of proprioceptive, tactile, visual, and EMG feedback was used. In addition to peripheral measurements such as the voluntary range of motion and EMG output during training, a three-channel EEG was recorded over Cz, C3, and C4. The movement-related brain potential during distinct periods of the training was analyzed as a central nervous parameter of the ongoing learning process. In experiment I, we randomized four groups of 12 subjects each (group P: proprioceptive feedback; group PT: proprioceptive and tactile feedback; group PTV: proprioceptive, tactile, and visual feedback; group PTEMG: proprioceptive, tactile, and EMG feedback). Best training results were reported from the PTEMG and PTV groups. The movement-preceding cortical activity, in the form of the amplitude of the readiness potential at the time of EMG onset, was greatest in these two groups. Results of experiment II revealed a similar effect, with a greater training success and a higher electrocortical activation under additional EMG feedback compared to proprioceptive feedback alone. Sensory EMG feedback as evaluated by peripheral and central nervous measurements appears to be useful in motor training and neuromuscular re-education.

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