Human odometer is gait-symmetry specific.

In 1709, Berkeley hypothesized of the human that distance is measurable by 'the motion of his body, which is perceivable by touch'. To be sufficiently general and reliable, Berkeley's hypothesis must imply that distance measured by legged locomotion approximates actual distance, with the measure invariant to gait, speed and number of steps. We studied blindfolded human participants in a task in which they travelled by legged locomotion from a fixed starting point A to a variable terminus B, and then reproduced, by legged locomotion from B, the A-B distance. The outbound ('measure') and return ('report') gait could be the same or different, with similar or dissimilar step sizes and step frequencies. In five experiments we manipulated bipedal gait according to the primary versus secondary distinction revealed in symmetry group analyses of locomotion patterns. Berkeley's hypothesis held only when the measure and report gaits were of the same symmetry class, indicating that idiothetic distance measurement is gait-symmetry specific. Results suggest that human odometry (and perhaps animal odometry more generally) entails variables that encompass the limbs in coordination, such as global phase, and not variables at the level of the single limb, such as step length and step number, as traditionally assumed.

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.

The role of fractality in perceptual learning: exploration in dynamic touch.

Perceptual systems must learn to explore and to use the resulting information to hone performance. Optimal performance depends on using information available at many time scales, from the near instantaneous values of variables underlying perception (i.e., detection), to longer term information about appropriate scaling (i.e., calibration), to yet longer term information guiding variable use (i.e., attunement). Fractal fluctuations in explorations would entail fluctuation at all time scales, allowing perceptual systems a flexible way to detect information at all time scales. We tested whether perceptual learning in dynamic touch is related to the fractality of wielding behaviors. A reanalysis of wielding behaviors from Arzamarski, Isenhower, Kay, Turvey, and Michaels (2010) revealed that exploratory movements were fractal and that a fractal-scaling exponent predicts individual differences in haptic judgments.

Effects of intention and learning on attention to information in dynamic touch.

The current research distinguishes two types of attention shifts: those entailed by perceptual learning and those entailed by changing intention. In perceptual learning, participants given feedback have been shown to gradually shift attention toward the optimal (i.e., specifying) information variable for the task. A shift in variable use is also expected when intention changes, because an intention to perceive some property entails attunement to information about that property. We compared the effects of feedback and intention in a dynamic (kinesthetic) touch task by representing both as changes of locus in an information space of inertial variables. Participants wielded variously sized, unseen, rectangular parallelepipeds and made length or width judgments about them. When given feedback, participants made gradual attentional shifts toward the optimal variable, which demonstrates the education of attention. When asked to report a new property, participants made large attentional jumps to the ballpark of the optimal variable for the new property. Exploratory movements were measured on 6 participants and were found to differ as a function of intention and to change with learning.

Self-training of dynamic touch: striking improves judgment by wielding.

In traditional theories of perceptual learning, sensory modalities support one another. A good example comes from research on dynamic touch, the wielding of an unseen object to perceive its properties. Wielding provides the haptic system with mechanical information related to the length of the object. Visual feedback can improve the accuracy of subsequent length judgments; visual perception supports haptic perception. Such cross-modal support is not the only route to perceptual learning. We present a dynamic touch task in which we replaced visual feedback with the instruction to strike the unseen object against an unseen surface following length judgment. This additional mechanical information improved subsequent length judgments. We propose a self-organizing perspective in which a single modality trains itself.

Lateral ball interception: hand movements during linear ball trajectories.

Part of understanding how acts are coordinated is identifying the information that guides movements. In the case of catching a ball within arm's reach, that identification has been complicated by empirical disparities concerning hand-movement reversals during catching. Jacobs and Michaels found unilateral reversals in a paradigm in which balls swung down in an arc; this implicated a particular optical variable, the ratio of lateral velocity to expansion velocity. Montagne et al. reported bilateral reversals when balls approached along a linear trajectory, which implicated a different variable, lateral ball position. The research reported here attempted to replicate Montagne et al.'s findings. In Experiment 1, participants caught balls rolling toward them across a table, under full lighting using monocular or binocular viewing; in Experiment 2, participants caught luminous balls with a luminous glove in an otherwise dark room. Using Montagne et al.'s criterion, we observed no movement reversals in any condition, though some aspects of hand movements suggested the relevance of lateral ball position. The results of Experiment 3, which asked perceivers to indicate only where rods pointed, suggested that lateral position effects were a bias that is unrelated to interception. The ratio of lateral velocity to expansion appears to be a better variable for explaining hand trajectories in lateral interception.