Abstract
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.
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The research reported here was supported by the National Science Foundation under Grant BCS 0339031.
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Arzamarski, R., Isenhower, R.W., Kay, B.A. et al. Effects of intention and learning on attention to information in dynamic touch. Attention, Perception, & Psychophysics 72, 721–735 (2010). https://doi.org/10.3758/APP.72.3.721
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DOI: https://doi.org/10.3758/APP.72.3.721