scholarly journals Further Evidence That People Rely on Egocentric Information to Guide a Cursor to a Visible Target

Perception ◽  
2021 ◽  
pp. 030100662110487
Author(s):  
Emily M. Crowe ◽  
Martin Bossard ◽  
Harun Karimpur ◽  
Simon K. Rushton ◽  
Katja Fiehler ◽  
...  

Everyday movements are guided by objects’ positions relative to other items in the scene (allocentric information) as well as by objects’ positions relative to oneself (egocentric information). Allocentric information can guide movements to the remembered positions of hidden objects, but is it also used when the object remains visible? To stimulate the use of allocentric information, the position of the participant’s finger controlled the velocity of a cursor that they used to intercept moving targets, so there was no one-to-one mapping between egocentric positions of the hand and cursor. We evaluated whether participants relied on allocentric information by shifting all task-relevant items simultaneously leaving their allocentric relationships unchanged. If participants rely on allocentric information they should not respond to this perturbation. However, they did. They responded in accordance with their responses to each item shifting independently, supporting the idea that fast guidance of ongoing movements primarily relies on egocentric information.

1994 ◽  
Vol 25 (2) ◽  
pp. 112-114 ◽  
Author(s):  
Henna Grunblatt ◽  
Lisa Daar

A program for providing information to children who are deaf about their deafness and addressing common concerns about deafness is detailed. Developed by a school audiologist and the school counselor, this two-part program is geared for children from 3 years to 15 years of age. The first part is an educational audiology program consisting of varied informational classes conducted by the audiologist. Five topics are addressed in this part of the program, including basic audiology, hearing aids, FM systems, audiograms, and student concerns. The second part of the program consists of individualized counseling. This involves both one-to-one counseling sessions between a student and the school counselor, as well as conjoint sessions conducted—with the student’s permission—by both the audiologist and the school counselor.


1989 ◽  
Vol 34 (10) ◽  
pp. 958-958
Author(s):  
No authorship indicated
Keyword(s):  

1994 ◽  
Vol 22 (2) ◽  
pp. 99-120 ◽  
Author(s):  
T. B. Rhyne ◽  
R. Gall ◽  
L. Y. Chang

Abstract An analytical membrane model is used to study how wheel imperfections are converted into radial force variation of the tire-wheel assembly. This model indicates that the radial run-out of the rim generates run-out of the tire-wheel assembly at slightly less than the one to one ratio that was expected. Lateral run-out of the rim is found to generate radial run-out of the tire-wheel assembly at a ratio that is dependent on the tire design and the wheel width. Finite element studies of a production tire validate and quantify the results of the membrane model. Experiments using a specially constructed precision wheel demonstrate the behavior predicted by the models. Finally, a population of production tires and wheels show that the lateral run-out of the rims contribute a significant portion to the assembly radial force variation. These findings might be used to improve match-mounting results by taking lateral rim run-out into account.


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