scholarly journals Effects of Displayed Error Scaling in Compensatory Roll-Axis Tracking Tasks

2010 ◽  
Author(s):  
Sjoerd Breur ◽  
Daan Pool ◽  
Marinus van Paassen ◽  
Max Mulder
Keyword(s):  
Tracking Tasks ◽  
Roll Axis

Effects of Peripheral Visual and Physical Motion Cues in Roll-Axis Tracking Tasks

2008 ◽  
Vol 31 (6) ◽  
pp. 1608-1622 ◽  
Author(s):  
D. M. Pool ◽  
M. Mulder ◽  
M. M. Van Paassen ◽  
J. C. Van Der Vaart
Keyword(s):  
Motion Cues ◽  
Physical Motion ◽  
Tracking Tasks ◽  
Roll Axis

Roll axis tracking improvement resulting from peripheral vision motion cues

1976 ◽  
Author(s):  
Thomas E. Moriarty ◽  
Andrew M. Junker ◽  
Don R. Price
Keyword(s):  
Peripheral Vision ◽  
Motion Cues ◽  
Roll Axis

Pilot behavior model in pursuit and preview tracking tasks

2021 ◽  
Author(s):  
Alexander Efremov ◽  
Ilias Irgaleev ◽  
Mikhail Tiaglik
Keyword(s):  
Behavior Model ◽  
Tracking Tasks ◽  
Pilot Behavior

scholarly journals An IoT-Based Participatory Antitheft System for Public Safety Enhancement in Smart Cities

Smart Cities ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 919-937
Author(s):  
Nikos Papadakis ◽  
Nikos Koukoulas ◽  
Ioannis Christakis ◽  
Ilias Stavrakas ◽  
Dionisis Kandris
Keyword(s):  
Smart Cities ◽  
Low Cost ◽  
Negative Influence ◽  
Asset Tracking ◽  
Tracking Tasks ◽  
Tracking Process ◽  
The Impact ◽  
Operation Center ◽  
Safety Enhancement ◽  
Selection Of

The risk of theft of goods is certainly an important source of negative influence in human psychology. This article focuses on the development of a scheme that, despite its low cost, acts as a smart antitheft system that achieves small property detection. Specifically, an Internet of Things (IoT)-based participatory platform was developed in order to allow asset-tracking tasks to be crowd-sourced to a community. Stolen objects are traced by using a prototype Bluetooth Low Energy (BLE)-based system, which sends signals, thus becoming a beacon. Once such an item (e.g., a bicycle) is stolen, the owner informs the authorities, which, in turn, broadcast an alert signal to activate the BLE sensor. To trace the asset with the antitheft tag, participants use their GPS-enabled smart phones to scan BLE tags through a specific smartphone client application and report the location of the asset to an operation center so that owners can locate their assets. A stolen item tracking simulator was created to support and optimize the aforementioned tracking process and to produce the best possible outcome, evaluating the impact of different parameters and strategies regarding the selection of how many and which users to activate when searching for a stolen item within a given area.

Transfer of Training and Skill Assumptions in Tracking Tasks

1951 ◽  
Vol 3 (3) ◽  
pp. 99-110 ◽  
Author(s):  
C. B. Gibbs
Keyword(s):  
Transfer Of Training ◽  
The Other ◽  
Positive Transfer ◽  
Transfer Effects ◽  
Easy Task ◽  
Tracking Tasks ◽  
Initial Learning ◽  
Transfer Measurement ◽  
Rate Of Learning ◽  
The Relationship

Matched groups of subjects were used to test the learning and transfer effects that follow changes in the display, the muscular reactions and the directional relationship between stimulus and response in a tracking task. Two arrangements were compared in the relationship studies: one arrangement of the stimuli and reactions was similar, and the other was opposed to that used in many every-day skills. The familiar arrangement was easier to learn. There was high positive transfer from the unfamiliar to the familiar, and little transfer from the familiar to the unfamiliar. The physical dimensions of the display were varied to give two tasks with different stimuli. The initial learning times were equal for both tasks, and the transfer between them was high, positive, and equal. Two further tasks varied in the extent, speed and force of the required muscular movements. One task proved more difficult to learn initially, and there was greater transfer from the difficult to the easy task than from the easy to the difficult. A further experiment tested the effects of changing the difficulty of a tracking course, and it was found that learning was more rapid on the more difficult course. A difference in difficulty between two tasks, therefore, determined both the amount of transfer between them and the rate of learning the tasks. New measures were developed to test the transfer between tasks of unequal content, and the effect of such inequalities upon the rate of learning. The findings are discussed, as are their possible implications for transfer measurement and their bearing upon existing theories of transfer.

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