Gaze behavior when learning to link sequential action phases in a manual task.
Gaze behavior when learning to link sequential action phases in a manual task.
复制标题
学习在手动任务中链接顺序操作阶段时的注视行为。
作者：
Daniel Säfström;R. Johansson;J. Flanagan
大多数手动任务包括一系列操作阶段。在这些任务中的技能获取涉及从反应性控制到预测性控制的转变，其中反应性控制通过用信号通知当前阶段的完成的感觉事件来触发用于下一阶段的运动命令，预测性控制通过预期这些事件来启动用于下一阶段的命令。在这里，我们调查了与这种学习相关的凝视行为。参与者移动光标，以尽可能快地连续获取视觉目标，在移动到下一个目标（运输阶段）之前，主动将光标保持在目标区（保持阶段）一段所需的时间。不同的视觉和听觉事件标志着每个阶段的完成，随着学习，运输阶段的启动从反应性控制转变为预测性控制。最初，在整个保持阶段，视线被引导到当前目标，允许光标位置的视觉反馈控制，并与光标同步地转移到下一个目标。然而，随着学习，出现了两种不同的凝视行为。在保持阶段结束之前，注视可以转移到下一个目标，以便于规划即将到来的光标移动，或者转移到光标之后的下一个目标，使光标退出能够在中央视觉中被监视。这些结果表明，随着学习，凝视行为的变化，以支持不断变化的任务需求，人们分布在重复的任务不同的凝视行为。
Most manual tasks comprise a sequence of action phases. Skill acquisition in such tasks involves a transition from reactive control, whereby motor commands for the next phase are triggered by sensory events signaling completion of the current phase, to predictive control, whereby commands for the next phase are launched in anticipation of these events. Here we investigated gaze behavior associated with such learning. Participants moved a cursor to successively acquire visual targets, as quickly as possible, by actively keeping the cursor within the target zone (hold phase) for a required duration, before moving to the next target (transport phase). Distinct visual and auditory events marked completion of each phase and, with learning, the launching of the transport phase shifted from being reactively to predictively controlled. Initially, gaze was directed to the current target throughout the hold phase, allowing visual feedback control of the cursor position, and shifted to the next target in synchrony with the cursor. However, with learning, two distinct gaze behaviors emerged. Gaze either shifted to the next target well before the end of the hold phase, facilitating planning of the forthcoming cursor movement, or shifted to the next target after the cursor, enabling cursor exits to be monitored in central vision. These results suggest that, with learning, gaze behavior changes to support evolving task demands, and that people distribute different gaze behaviors across repetitions of the task.
影响因子：
1.8
作者：
M. Maertens;Felix Wichmann
通讯作者：
M. Maertens;Felix Wichmann
影响因子：
1.8
作者：
Foerster, Rebecca M.;Carbone, Elena;Schneider, Werner X.
通讯作者：
Schneider, Werner X.