Doing, seeing, or both: effects of learning condition on subsequent action perception.
Doing, seeing, or both: effects of learning condition on subsequent action perception.
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做、看或两者兼而有之：学习条件对后续行动感知的影响。
DOI：
10.1080/17470919.2012.686926
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发表时间：
2012
影响因子：
2
通讯作者：
Wiggett AJ
中科院分区：
文献类型：
--
作者：
Wiggett AJ
有人提出，愿景和行动的共同准则来自个人的生产和同时观察行动之间的联系。这种对自己行为的典型第一人称视角随后在观察另一个人时转移到第三人称视角。我们通过比较在三种条件下学习的新的手部动作序列来测试视觉-动作关联和从第一人称视角到第三人称视角的转移：第一，从第一人称视角执行并同时观看;第二，执行但没有看到;第三，从第一人称视角观看而没有执行。然后，我们使用功能性磁共振成像（fMRI）来比较从第三人称视角呈现这三种类型的学习动作序列时的反应。视觉区域对同时产生和观察动作序列的序列反应最强烈。我们还注意到视觉和动作之间的一个重要的不对称性：在没有视觉的情况下，通过表演学习的动作序列促进了视觉反应的出现，而通过观看学习的动作序列几乎没有影响。这种行动对视觉的支配支持视觉系统的前向/预测模型的概念。
It has been proposed that common codes for vision and action emerge from associations between an individual's production and simultaneous observation of actions. This typically first-person view of one's own action subsequently transfers to the third-person view when observing another individual. We tested vision–action associations and the transfer from first-person to third-person perspective by comparing novel hand-action sequences that were learned under three conditions: first, by being performed and simultaneously viewed from a first-person perspective; second, by being performed but not seen; and third, by being seen from a first-person view without being executed. We then used functional magnetic resonance imaging (fMRI) to compare the response to these three types of learned action sequences when they were presented from a third-person perspective. Visuomotor areas responded most strongly to sequences that were learned by simultaneously producingandobserving the action sequences. We also note an important asymmetry between vision and action: Action sequences learned by performance alone, in the absence of vision, facilitated the emergence of visuomotor responses, whereas action sequences learned by viewing alone had comparably little effect. This dominance of action over vision supports the notion of forward/predictive models of visuomotor systems.