scholarly journals Emergent dimensions underlying human understanding of the reachable world

2021 ◽  
Author(s):  
Emilie Louise Josephs ◽  
Martin N Hebart ◽  
Talia Konkle

Near-scale, reach-relevant environments, like work desks, restaurant place settings or lab benches, are the interface of our hand-based interactions with the world. How are our conceptual representations of these environments organized? For navigable-scale scenes, global properties such as openness, depth or naturalness have been identified, but the analogous organizing principles for reach-scale environments are not known. To uncover such principles, we obtained 1.25 million odd-one-out behavioral judgments on image triplets assembled from 990 reachspace images. Images were selected to comprehensively sample the variation both between and within reachspace categories. Using data-driven modeling, we generated a 30-dimensional embedding which predicts human similarity judgments among the images. First, examination of the embedding dimensions revealed key properties that distinguish among reachspaces, relating to their structural layout, affordances, visual appearances and functional roles. Second, clustering analyses performed over the embedding revealed four distinct interpretable classes of reachspaces, with separate clusters for spaces related to food, electronics, analog activities, and storage or display. Finally, we found that the similarity structure among reachspace images was better predicted by the function of the spaces than their locations, suggesting that reachspaces are largely conceptualized in terms of the actions they are designed to support. Altogether, these results reveal the behaviorally-relevant principles that that structure our internal representations of reach-relevant environments.

2018 ◽  
Vol 3 (2) ◽  
pp. 245-263
Author(s):  
Franco van Wyk ◽  
Anahita Khojandi ◽  
Brian Williams ◽  
Don MacMillan ◽  
Robert L. Davis ◽  
...  

2015 ◽  
Vol 12 (7) ◽  
pp. 6327-6350
Author(s):  
C. A. Sanchez ◽  
B. L. Ruddell ◽  
R. Schiesser ◽  
V. Merwade

Abstract. Previous research has suggested that the use of more authentic learning activities can produce more robust and durable knowledge gains. This is consistent with calls within civil engineering education, specifically hydrology, that suggest that curricula should more often include professional perspective and data analysis skills to better develop the "T-shaped" knowledge profile of a professional hydrologist (i.e., professional breadth combined with technical depth). It was expected that the inclusion of a data driven simulation lab exercise that was contextualized within a real-world situation and more consistent with the job duties of a professional in the field, would provide enhanced learning and appreciation of job duties beyond more conventional paper-and-pencil exercises in a lower division undergraduate course. Results indicate that while students learned in both conditions, learning was enhanced for the data-driven simulation group in nearly every content area. This pattern of results suggests that the use of data-driven modeling and visualization activities can have a significant positive impact on instruction. This increase in learning likely facilitates the development of student perspective and conceptual mastery, enabling students to make better choices about their studies, while also better preparing them for work as a professional in the field.


2020 ◽  
Vol 612 ◽  
pp. 118464
Author(s):  
Bopeng Zhang ◽  
Georgios Kotsalis ◽  
Jahanzeb Khan ◽  
Zhaoyang Xiong ◽  
Thomas Igou ◽  
...  

2016 ◽  
Vol 20 (3) ◽  
pp. 1289-1299 ◽  
Author(s):  
Christopher A. Sanchez ◽  
Benjamin L. Ruddell ◽  
Roy Schiesser ◽  
Venkatesh Merwade

Abstract. Previous research has suggested that the use of more authentic learning activities can produce more robust and durable knowledge gains. This is consistent with calls within civil engineering education, specifically hydrology, that suggest that curricula should more often include professional perspective and data analysis skills to better develop the "T-shaped" knowledge profile of a professional hydrologist (i.e., professional breadth combined with technical depth). It was expected that the inclusion of a data-driven simulation lab exercise that was contextualized within a real-world situation and more consistent with the job duties of a professional in the field, would provide enhanced learning and appreciation of job duties beyond more conventional paper-and-pencil exercises in a lower-division undergraduate course. Results indicate that while students learned in both conditions, learning was enhanced for the data-driven simulation group in nearly every content area. This pattern of results suggests that the use of data-driven modeling and visualization activities can have a significant positive impact on instruction. This increase in learning likely facilitates the development of student perspective and conceptual mastery, enabling students to make better choices about their studies, while also better preparing them for work as a professional in the field.


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