scholarly journals The roles of lower- and higher-order surface statistics in tactile texture perception

Author(s):  
Scinob Kuroki ◽  
Masataka Sawayama ◽  
Shin'ya Nishida

Humans can haptically discriminate surface textures when there is a significant difference in the statistics of the surface profile. Previous studies on tactile texture discrimination have emphasized the perceptual effects of lower-order statistical features such as carving depth, inter-ridge distance, and anisotropy, which can be characterized by local amplitude spectra or spatial-frequency/orientation subband histograms. However, the real-world surfaces we encounter in everyday life also differ in the higher-order statistics, such as statistics about correlations of nearby spatial-frequencies/orientations. For another modality, vision, the human brain has the ability to utilize the textural differences in both higher- and lower-order image statistics. In this work, we examined whether the haptic texture perception can utilize higher-order surface statistics as visual texture perception does, by 3D-printing textured surfaces transcribed from different 'photos' of natural scenes such as stones and leaves. Even though the maximum carving depth was well above the haptic detection threshold, some texture pairs were hard to discriminate. Specifically, those texture pairs with similar amplitude spectra were difficult to discriminate, which suggests that the lower-order statistics have the dominant effect on tactile texture discrimination. To directly test the poor sensitivity of the tactile texture perception to higher-order surface statistics, we matched the lower-order statistics across different textures using a texture synthesis algorithm and found that haptic discrimination of the matched textures was nearly impossible unless the stimuli contained salient local features. We found no evidence for the ability of the human tactile system to use higher-order surface statistics for texture discrimination.

2020 ◽  
pp. 073563312095187
Author(s):  
Baichang Zhong ◽  
Qiuju Si

Studies have indicated the importance of scaffolding in the problem-solving process, as well as the potential of integrating learning content into the troubleshooting tasks. However, few have explored in depth the learning process during troubleshooting via scaffolds while also taking students' cognitive load into account. To address this issue, four kinds of scaffolds (with/without process information plus with/without solution) were set up during three learning phases (Introductory, Mastery, Applicable) in a robotics course. A total of 171 seventh graders participated in the course and learned by troubleshooting with different scaffolds. An experiment with 4 × 3 mixed design was employed to evaluate students' troubleshooting performance (higher-order ability), cognitive load and programming skill (lower-order ability). Across the three learning phases, the scaffold with process information while without solution, was always more effective for students’ higher-order ability compared to the other scaffolds. However, there was no significant difference in the low-order ability among the four scaffolds in the Applicable Phase. Results confirmed that the expertise-reversal effect of learning scaffold would appear in the students’ lower-order ability cultivation, but not the higher-order ability. This is a new finding for deeper insights into learning scaffolds with process information.


2005 ◽  
Vol 45 (3) ◽  
pp. 311-328 ◽  
Author(s):  
Jonathan D. Victor ◽  
Charles Chubb ◽  
Mary M. Conte

2017 ◽  
Vol 1 (15) ◽  
pp. 37-42
Author(s):  
J.M. Sierra-Fernández ◽  
J.J. González De La Rosa ◽  
A. Agüera-Pérez ◽  
J.C. Palomares Salas ◽  
O. Florencias-Oliveros

Author(s):  
Intan Permata Sari And Indra Hartoyo

This study is aimed at (1) analyzing reading exercises based Bloom’s taxonomy for VIII grade in English on Sky textbook. (2) Found the distribution of the lower and higher order thinking skill in reading exercises. (3) To reason for level reading exercises. After analyzed the data, the result of the data analysis also infers that the six levels of Bloom’s taxonomy in reading exercises weren’t applied totally. The creating skill doesn’t have distribution in reading exercise, and the understanding – remembering level more dominant than another levels. The distribution of the higher order thinking level was lower than the lower order thinking level and the six levels are not appropriate with the proportion for each level of education based Bloom’s taxonomy, such as the distribution of the creating level in the reading exercise must be a concern because no question that belong to the creating level. It was concluded that reading exercises in English on Sky textbook cannot improve students' critical thinking skills for VIII grade.


1999 ◽  
Author(s):  
S. Wanis ◽  
A. Sercovich ◽  
N. Komerath
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