{"title":"The Role of Perception–Action Systems in the Development of Tool-Using Skill","authors":"P. Fitzpatrick, Peter Bui, Andrea Garry","doi":"10.1080/10407413.2017.1410044","DOIUrl":null,"url":null,"abstract":"ABSTRACT Gaining proficiency using tools during childhood is an important accomplishment and involves using the hands to perceive tool properties and perform goal-directed actions. Using a perception–action perspective, we explored (a) whether tool characteristics (inertia) influence perceptual judgments and hammering action performance and (b) developmental changes in perception and performance. Adults and preschool children completed a hammering performance task and a forced choice perceptual task in which they judged which of 2 hammers was more effective. In the performance task, we found that the number of pegs hammered increased developmentally and changed as a function inertial characteristics, with more pegs hammered for hammers weighted in the head. Period of hammering movements was modified to compensate for inertial characteristics and movement variability decreased developmentally. In the perceptual task, we found inertial characteristics influenced perceptual judgments and attunement to this information increased developmentally. In addition, we found measures of perception and performance were related. These findings provide evidence that perception and action are coupled and changes in one are associated with changes in the other during development.","PeriodicalId":47279,"journal":{"name":"Ecological Psychology","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10407413.2017.1410044","citationCount":"6","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Ecological Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/10407413.2017.1410044","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, EXPERIMENTAL","Score":null,"Total":0}
引用次数: 6
Abstract
ABSTRACT Gaining proficiency using tools during childhood is an important accomplishment and involves using the hands to perceive tool properties and perform goal-directed actions. Using a perception–action perspective, we explored (a) whether tool characteristics (inertia) influence perceptual judgments and hammering action performance and (b) developmental changes in perception and performance. Adults and preschool children completed a hammering performance task and a forced choice perceptual task in which they judged which of 2 hammers was more effective. In the performance task, we found that the number of pegs hammered increased developmentally and changed as a function inertial characteristics, with more pegs hammered for hammers weighted in the head. Period of hammering movements was modified to compensate for inertial characteristics and movement variability decreased developmentally. In the perceptual task, we found inertial characteristics influenced perceptual judgments and attunement to this information increased developmentally. In addition, we found measures of perception and performance were related. These findings provide evidence that perception and action are coupled and changes in one are associated with changes in the other during development.
期刊介绍:
This unique journal publishes original articles that contribute to the understanding of psychological and behavioral processes as they occur within the ecological constraints of animal-environment systems. It focuses on problems of perception, action, cognition, communication, learning, development, and evolution in all species, to the extent that those problems derive from a consideration of whole animal-environment systems, rather than animals or their environments in isolation from each other. Significant contributions may come from such diverse fields as human experimental psychology, developmental/social psychology, animal behavior, human factors, fine arts, communication, computer science, philosophy, physical education and therapy, speech and hearing, and vision research.