The Effects of Operator Spatial Perception and Sensory Feedback on Human-Robot Teleoperation Performance

2002 ◽  
Vol 11 (4) ◽  
pp. 368-377 ◽  
Author(s):  
Corinna E. Lathan ◽  
Michael Tracey
Keyword(s):  
Spatial Ability ◽  
Motor Skills ◽  
Sensory Feedback ◽  
Spatial Perception ◽  
Feedback Condition ◽  
Test Battery ◽  
Vibrotactile Feedback ◽  
Complex Combination ◽  
Spatial Recognition

Teleoperation requires a complex combination of the operator's cognitive, perceptual, and motor skills. Our experiment tested the ability of subjects to teleoperate a remote robot under different conditions of increasing sensory feedback. We also evaluated each operator's spatial perception skills using a battery of tests to understand the effect of spatial perception on the operator's ability to perform the teleoperation task. The experiment showed that the spatial ability of an operator—as reflected by a test battery of two spatial recognition and two spatial manipulation tests—was significantly correlated with the ability to teleoperate the robot through a maze. Surprisingly, providing different combinations of visual, auditory, and vibrotactile feedback to the operator did not significantly change performance. However, there was an interaction between spatial ability and feedback condition that affected teleoperation performance.

Expanding Talent Search Procedures by Including Measures of Spatial Ability: CTY's Spatial Test Battery

Roeper Review ◽  
2013 ◽  
Vol 35 (4) ◽  
pp. 254-264 ◽  
Author(s):  
Heinrich Stumpf ◽  
Carol J. Mills ◽  
Linda E. Brody ◽  
Philip G. Baxley
Keyword(s):  
Spatial Ability ◽  
Test Battery ◽  
Talent Search ◽  
Spatial Test

scholarly journals Effect of Brain-based Learning in Developing Spatial Ability of Ninth Grade Students with Low Achievement in Mathematics

2021 ◽  
Vol 11 (5) ◽  
pp. 141
Author(s):  
Ahmad Al-Tarawneh ◽  
Awad Faek Altarawneh ◽  
Wejdan Kh. Abd Al-Aziz Karaki
Keyword(s):  
Spatial Ability ◽  
Spatial Perception ◽  
Training Programme ◽  
Ninth Grade ◽  
Control Group ◽  
School Students ◽  
Study Approach ◽  
Brain Based Learning ◽  
The Impact ◽  
Experimental Group

This study aimed to investigate the impact of a brain-based learning training programme on improving the spatial abilities of a sample of ninth grade elementary school students in Karak Province, Jordan. The study approach is quasi-experimental, the research sample consisted of 60 students selected by the intentional method. After being divided into two groups, 30 students were in the control group and 30 students were in the experimental group. To achieve the objectives of the study, a training programme based on brain-based learning was developed. Seven tests which consisted of spatial perception, spatial visualisation, and spatial orientation were used to measure spatial capacity and its components. The results showed that the training programme improved spatial ability and its three components in the experimental group compared to the control group.   Received: 29 March 2021 / Accepted: 5 July 2021 / Published: 5 September 2021

Improving Spatial Perception in Telepresence and Teleaction Systems by Displaying Distance Information through Visual and Vibrotactile Feedback

2010 ◽  
Vol 19 (5) ◽  
pp. 430-449 ◽  
Author(s):  
Jongeun Cha ◽  
Julius Kammerl ◽  
Abdulmotaleb El Saddik
Keyword(s):  
Spatial Perception ◽  
Target Object ◽  
Communication Link ◽  
Sensors And Actuators ◽  
Vibrotactile Feedback ◽  
Distance Information ◽  
Stereoscopic Displays ◽  
Visual Distance ◽  
Remote Environment ◽  
Measured Distance

Telepresence and teleaction (TPTA) systems enable humans to operate in a remote, hostile, or inaccessible environment. The performance of these systems strongly depends on the deployed sensors and actuators and the quality of the feedback to the user. Spatial perception plays an especially important role when handling dangerous and fragile objects. Stereoscopic cameras and displays can be deployed to improve spatial perception. However, in networked TPTA scenarios with limited transmission capacity on the communication link, the additional bandwidth required for sending two separate video streams is often infeasible. Furthermore, stereoscopic displays are known to have limitations in quality that affect spatial orientation when navigating within the remote environment. In this work, we present methods for displaying remotely measured distance between a teleoperator and a target object through visual and vibrotactile displays in order to improve spatial perception in TPTA systems. Furthermore, we propose to exploit human sensory illusions of the vibrotactile sense to overcome limitations of vibrotactile displays. Psychophysical experiments are conducted to investigate the performance of our proposed display methods. Our experiments show that our proposed vibrotactile feedback methods can compete with visual distance displays.

Reacquisition and Transfer of Motor Skills With Sensory Feedback Reduction

1969 ◽  
Vol 1 (3) ◽  
pp. 195-209 ◽  
Author(s):  
Judith I. Laszlo ◽  
J. S. Shamoon ◽  
R. W. Sanson-Fisher
Keyword(s):  
Motor Skills ◽  
Sensory Feedback ◽  
Feedback Reduction

scholarly journals DESKRIPSI KEMAMPUAN SPASIAL SISWA SMP DITINJAU BERDASARKAN PERBEDAAN GENDER DAN KEMAMPUAN MATEMATIKA

2018 ◽  
Vol 21 (3) ◽  
Author(s):  
Lusiana Prastiwi
Keyword(s):  
Mental Rotation ◽  
Spatial Ability ◽  
Spatial Perception ◽  
Spatial Relation ◽  
Female Students ◽  
Male Students ◽  
High Ability ◽  
Ability Level ◽  
Ability Test ◽  
Low Ability

Spatial ability is closely related to the learning of geometry, such as helping students in solving geometry problems. This descriptive qualitative research aims to find out the profile of spatial ability of students in solving geometry problems in accordance with spatial ability indicator that has been prepared that is spatial perception, spatial visualization, mental rotation, spatial relation, and spatial orientation reviewed based on gender differences and students with math skills.The subjects of this study were 6 people consisting of 3 men with high, moderate, and low ability level and 3 women with high, moderate and low ability level. The determination of the subject is done by giving a math test. Instrument in the research is a test of math ability, spatial ability test, and interview guidance. Subjects were given spatial ability tests and interviews to obtain data and then analyzed the data collected. Based on the results of the analysis, it is found that high-ability male students and high-ability female students have relatively equal ability. Furthermore for the capable male students having all the spatial abilities. While female students are capable of not having the ability to spatially rotate the mind (mental rotation).

Vibrotactile grasping force and hand aperture feedback for myoelectric forearm prosthesis users

2014 ◽  
Vol 39 (3) ◽  
pp. 204-212 ◽  
Author(s):  
Heidi JB Witteveen ◽  
Hans S Rietman ◽  
Peter H Veltink
Keyword(s):  
Upper Limb ◽  
Force Feedback ◽  
Feedback Condition ◽  
Limb Loss ◽  
Vibrotactile Stimulation ◽  
Vibrotactile Feedback ◽  
Task Durations ◽  
Grasping Force ◽  
Additional Value ◽  
Virtual Grasping

Background: User feedback about grasping force and hand aperture is very important in object handling with myoelectric forearm prostheses but is lacking in current prostheses. Vibrotactile feedback increases the performance of healthy subjects in virtual grasping tasks, but no extensive validation on potential users has been performed. Objectives: Investigate the performance of upper-limb loss subjects in grasping tasks with vibrotactile stimulation, providing hand aperture, and grasping force feedback. Study design: Cross-over trial. Methods: A total of 10 subjects with upper-limb loss performed virtual grasping tasks while perceiving vibrotactile feedback. Hand aperture feedback was provided through an array of coin motors and grasping force feedback through a single miniature stimulator or an array of coin motors. Objects with varying sizes and weights had to be grasped by a virtual hand. Results: Percentages correctly applied hand apertures and correct grasping force levels were all higher for the vibrotactile feedback condition compared to the no-feedback condition. With visual feedback, the results were always better compared to the vibrotactile feedback condition. Task durations were comparable for all feedback conditions. Conclusion: Vibrotactile grasping force and hand aperture feedback improves grasping performance of subjects with upper-limb loss. However, it should be investigated whether this is of additional value in daily-life tasks. Clinical relevance This study is a first step toward the implementation of sensory vibrotactile feedback for users of myoelectric forearm prostheses. Grasping force feedback is crucial for optimal object handling, and hand aperture feedback is essential for reduction of required visual attention. Grasping performance with feedback is evaluated for the potential users.

Spatial Perception in Desktop Virtual Environments

1996 ◽  
Vol 40 (22) ◽  
pp. 1117-1121 ◽  
Author(s):  
Dennis C. Neale
Keyword(s):  
Virtual Environments ◽  
Virtual Environment ◽  
Spatial Ability ◽  
Spatial Perception ◽  
Three Dimensional ◽  
Field Of View ◽  
Office Building ◽  
Cognitive Errors ◽  
Basic Space ◽  
Virtual Office

This study investigated perceptual and cognitive issues relating to manipulations of geometric field of view (GFOV) in three-dimensional perspective displays and the effects of incorporating virtual environment enhancements in the interface based on visual momentum (VM) techniques. Sixty participants, who were pretested for spatial ability, were required to navigate through a virtual office building while estimating space dimensions and performing spatial orientation tasks. A 3 − 2 − 2 mixed-subjects design compared three levels of GFOV, two levels of VM, and two levels of Difficulty. This study effectively demonstrates that the spatial characteristics of architectural representations in perspective displays are not always accurately perceived. Furthermore, the results indicate that manipulations in GFOV can produce perceptual and cognitive errors for the basic space dimensions in perspective displays; however, VM can be used to compensate for many of the biases shown to occur.

The Effect of Erroneous Knowledge of Results on Skill Acquisition when Augmented Information is Redundant

1992 ◽  
Vol 44 (1) ◽  
pp. 105-117 ◽  
Author(s):  
Martinus J. A. Buekers ◽  
Richard A. Magill ◽  
Kellie G. Hall
Keyword(s):  
Motor Skills ◽  
Skill Acquisition ◽  
Sensory Feedback ◽  
Retention Performance ◽  
Knowledge Of Results ◽  
Conflicting Information ◽  
Timing Task ◽  
Practice Trials ◽  
Verbal Knowledge ◽  
Source Of Information

Even though it can be shown that verbal knowledge of results (KR) is redundant with sensory feedback for learning certain motor skills, such findings do not eliminate the possibility that when KR is available it influences underlying learning processes. In order to examine the function of KR more closely, two experiments were designed in which the subjects received conflicting information about their own sensory feedback and the KR presented by the experimenter. In Experiment 1, two erroneous-KR groups, a correct-KR group, and a no-KR group performed 150 practice trials on a simple anticipation timing task and then performed three no-KR retention tests of 30 trials each following intervals of 10 minutes, 1 week, and 1 month. The results supported previous findings that providing correct KR is redundant in anticipation tasks. However, learning was influenced by KR as subjects performed according to the erroneous KR information, thereby ignoring their sensory feedback even after a 1-month interval. In Experiment 2, subjects practised a more complex striking response for the anticipation task for 75 trials and then performed no-KR retention trials either immediately, or 1 day or 1 week later. One of the groups received erroneous KR after 50 practice trials with correct KR. The results confirmed and extended those from Experiment 1, as erroneous KR, even after initial practice with correct KR, influenced retention performance. These results indicate that although KR provides information that is not needed to learn anticipation timing skills, this augmented verbal information is a dominant source of information that influences underlying cognitive processes involved in learning motor skills.

Spatial Perception in Normal and Psychotic People

1978 ◽  
Vol 47 (3) ◽  
pp. 799-802
Author(s):  
Linda Fagan-Dubin
Keyword(s):  
Spatial Ability ◽  
Spatial Perception ◽  
Control Group ◽  
Left Hand ◽  
Right Hand ◽  
Matching Test ◽  
Significant Difference ◽  
Males And Females

17 normal and 17 psychotic subjects, including schizophrenic, depressive, and delusional patients, were given a modified Arc-Circle Matching Test of spatial perception. There was no significant difference between the performance of the psychotic group and that of the control group in left-hand, right-hand, and total scores in this tactile test of spatial ability. Differences between males and females and between dextrals and non-dextrals were nonsignificant. Nevertheless, for all subjects, the left-hand scores were significantly superior to right-hand scores.

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