Optical Information to Guide the Head and Handle Movements While Playing Kendama

IF 1.8 3区心理学 Q3 PSYCHOLOGY, EXPERIMENTAL

Ecological Psychology Pub Date : 2018-03-09 DOI:10.1080/10407413.2018.1438197

Mariko Ito, Hiroyuki Mishima

引用次数: 0

Abstract

ABSTRACT This study focuses on the perceptual skills used when playing kendama, a toy with a ball, string, and handle. It examines the visual information required for guiding the head and handle movements during the “swing-in” catching maneuver and determines whether information-based strategies such as canceling the rate of change of α (the optical depression angle from the horizon) or cot α (optical acceleration), using tau coupling, or a combination thereof, could be applied to this empirical task. The regressions of both α and cot α with time are found to be highly linear and increase when the skill level increases. For expert players, the k values for the tau coupling based on the center of the ball are clearly lower than those for the tau coupling based on the hole in the ball compared with skilled players. These results suggest that, with increasing skill level, kendama players tend to utilize α or cot α for regulating the observation point and use the sight of the hole as the tau coupling information for controlling the handle.

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玩剑麻时引导头部和手柄动作的光学信息

摘要本研究的重点是在玩有球、绳子和把手的玩具肯达玛时使用的感知技能。它检查了在“切入”接球动作过程中引导头部和手柄运动所需的视觉信息，并确定是否可以将基于信息的策略应用于这项经验任务，如使用τ耦合或其组合来取消α（与地平线的光学下倾角）或cotα（光学加速度）的变化率。α和cotα随时间的回归是高度线性的，并且随着技能水平的提高而增加。对于专业球员来说，与熟练球员相比，基于球中心的τ耦合的k值明显低于基于球洞的τ耦合。这些结果表明，随着技能水平的提高，肯达马玩家倾向于利用α或cotα来调节观察点，并利用洞的视线作为控制手柄的τ耦合信息。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Ecological Psychology PSYCHOLOGY, EXPERIMENTAL-

CiteScore

3.30

自引率

10.50%

发文量

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.