Coproducing spatial information: Exploring government approaches and motivations at the local level

Recent government initiatives like e-government and open government have led to broader adoption of geospatial tools including mapping platforms to access, use, and analyze open data. These advancements open channels for coproduction in the form of sharing information, change notifications, opinions, or requests to government, based on citizen observation and local knowledge. Though current government initiatives have substantial potentials for coproduction, the practical adoption and implementation of such practices vary reflecting the purposes, contexts, and motivations of those involved. This paper aims to understand how local governments are following different approaches to coproduce information with citizens and what motivates local governments in this process. We report findings based on interviews with 11 cities from the USA and Canada, which reveal four main approaches: the collection of new data, observation of changes, collection of opinions, and observation of preferences involving both explicit and implicit processes. Although these four approaches result from interactions between citizens and government, our findings also indicate a key role to be played by technology and partner organizations.

Separation of multiple motor memories through implicit and explicit processes

Acquisition of multiple motor skills without interference is a remarkable ability in daily life. During adaptation to opposing perturbations, a common paradigm to study this ability, each perturbation can be successfully learned when a contextual follow-through movement is associated with the direction of the perturbation. It is still unclear, however, to what extent this learning engages the cognitive explicit process and the implicit process. Here, we untangled the individual contributions of the explicit and implicit components while participants learned opposing visuomotor perturbations, with a second unperturbed follow-through movement. In Exp. 1 we replicated previous adaptation results and showed that follow-through movements also allow learning for opposing visuomotor rotations. For one group of participants in Exp. 2 we isolated strategic explicit learning, while for another group we isolated the implicit component. Our data showed that opposing perturbations could be fully learned by explicit strategies; but when strategy was restricted, distinct implicit processes contributed to learning. In Exp.3, we examined whether learning is influenced by the disparity between the follow-through contexts. We found that the location of follow-through targets had little effect on total learning, yet it led to more instances in which participants failed to learn the task. In Exp. 4, we explored the generalization capability to untrained targets. Participants showed near-flat generalization of the implicit and explicit processes. Overall, our results indicate that follow-through contextual cues might activate, in part, top-down cognitive factors that influence not only the dynamics of the explicit learning, but also the implicit process.

White civilians’ implicit danger evaluation of police officers underlies explicit perception of police

The role of implicit processes during police-civilian encounters is well studied from the perspective of the police. Decades of research on the “shooter bias” suggests that implicit Black-danger associations potentiate the perception of threat of Black individuals, leading to a racial bias in the decision to use lethal force. Left understudied are civilians’ possible associations of police with danger and how such associations pervade behavior and explicit views of the police. The current work begins to address this gap. In two within-subjects studies, we separately assess police-threat (i.e., safety/danger) and police-valence (i.e., good/bad) associations as well as their relative influences on explicit perceptions of police. Study 1 revealed that implicit threat evaluations (police-danger associations) more strongly predicted negative explicit views of the police compared to implicit valence evaluations (police-negative associations). Study 2 replicated these findings and suggests that individuals evaluate the police as more dangerous versus negative when each response is pitted against each other within single misattribution procedure trials. The possible implications for explicit attitudes toward police reform and behavior during police-civilian encounters are discussed.

Implicit adaptation to mirror-reversal is in the correct coordinate system but the wrong direction

Learning in visuomotor adaptation tasks is the result of both explicit and implicit processes. Explicit processes, operationalized as re-aiming an intended movement to a new goal, account for a significant proportion of learning. However, implicit processes, operationalized as error-dependent learning that gives rise to aftereffects, appear to be highly constrained. The limitations of implicit learning are highlighted in the mirror-reversal task, where implicit corrections act in opposition to performance. This is surprising given the mirror-reversal task has been viewed as emblematic of implicit learning. One potential issue not being considered in these studies is that both explicit and implicit processes were allowed to operate concurrently, which may interact, potentially in opposition. Therefore, we sought to further characterized implicit learning in a mirror-reversal task with a clamp design to isolate implicit learning from explicit strategies. We confirmed that implicit adaptation is in the wrong direction for mirror-reversal and operates as if the perturbation were a rotation, and only showed a moderate attenuation after three days of training. This result raised the question of whether implicit adaptation blindly operates as though perturbations were a rotation. In a separate experiment, which directly compared a mirror-reversal and a rotation, we found that implicit adaptation operates in a proper coordinate system for different perturbations: adaptation to a mirror-reversal and rotational perturbation is more consistent with Cartesian and polar coordinate systems, respectively. It remains an open question why implicit process would be flexible to the coordinate system of a perturbation but continue to be directed inappropriately.

Experimental Protocol to Test Explicit Motor Learning–Cerebellar Theta Burst Stimulation

Implicit and explicit motor learning processes work interactively in everyday life to promote the creation of highly automatized motor behaviors. The cerebellum is crucial for motor sequence learning and adaptation, as it contributes to the error correction and to sensorimotor integration of on-going actions. A non-invasive cerebellar stimulation has been demonstrated to modulate implicit motor learning and adaptation. The present study aimed to explore the potential role of cerebellar theta burst stimulation (TBS) in modulating explicit motor learning and adaptation, in healthy subjects. Cerebellar TBS will be applied immediately before the learning phase of a computerized task based on a modified Serial Reaction Time Task (SRTT) paradigm. Here, we present a study protocol aimed at evaluating the behavioral effects of continuous (cTBS), intermittent TBS (iTBS), or sham Theta Burst Stimulation (TBS) on four different conditions: learning, adaptation, delayed recall and re-adaptation of SRTT. We are confident to find modulation of SRTT performance induced by cerebellar TBS, in particular, processing acceleration and reduction of error in all the conditions induced by cerebellar iTBS, as already known for implicit processes. On the other hand, we expect that cerebellar cTBS could induce opposite effects. Results from this protocol are supposed to advance the knowledge about the role of non-invasive cerebellar modulation in neurorehabilitation, providing clinicians with useful data for further exploiting this technique in different clinical conditions.

Where is my arm? Investigating the link between complex regional pain syndrome and poor localisation of the affected limb

Background Anecdotally, people living with Complex Regional Pain Syndrome (CRPS) often report difficulties in localising their own affected limb when it is out of view. Experimental attempts to investigate this report have used explicit tasks and yielded varied results. Methods Here we used a limb localisation task that interrogates implicit mechanisms because we first induce a compelling illusion called the Disappearing Hand Trick (DHT). In the DHT, participants judge their hands to be close together when, in fact, they are far apart. Sixteen volunteers with unilateral upper limb CRPS (mean age 39 ± 12 years, four males), 15 volunteers with non-CRPS persistent hand pain (‘pain controls’; mean age 58 ± 13 years, two males) and 29 pain-free volunteers (‘pain-free controls’; mean age 36 ± 19 years, 10 males) performed a hand-localisation task after each of three conditions: the DHT illusion and two control conditions in which no illusion was performed. The conditions were repeated twice (one for each hand). We hypothesised that (1) participants with CRPS would perform worse at hand self-localisation than both the control samples; (2) participants with non-CRPS persistent hand pain would perform worse than pain-free controls; (3) participants in both persistent pain groups would perform worse with their affected hand than with their unaffected hand. Results Our first two hypotheses were not supported. Our third hypothesis was supported —when visually and proprioceptively encoded positions of the hands were incongruent (i.e. after the DHT), relocalisation performance was worse with the affected hand than it was with the unaffected hand. The similar results in hand localisation in the control and pain groups might suggest that, when implicit processes are required, people with CRPS’ ability to localise their limb is preserved.

A qualitative study of Machine Learning practices and engineering challenges in Earth Observation

Machine Learning (ML) is ubiquitously on the advance. Like many domains, Earth Observation (EO) also increasingly relies on ML applications, where ML methods are applied to process vast amounts of heterogeneous and continuous data streams to answer socially and environmentally relevant questions. However, developing such ML- based EO systems remains challenging: Development processes and employed workflows are often barely structured and poorly reported. The application of ML methods and techniques is considered to be opaque and the lack of transparency is contradictory to the responsible development of ML-based EO applications. To improve this situation a better understanding of the current practices and engineering-related challenges in developing ML-based EO applications is required. In this paper, we report observations from an exploratory study where five experts shared their view on ML engineering in semi-structured interviews. We analysed these interviews with coding techniques as often applied in the domain of empirical software engineering. The interviews provide informative insights into the practical development of ML applications and reveal several engineering challenges. In addition, interviewees participated in a novel workflow sketching task, which provided a tangible reflection of implicit processes. Overall, the results confirm a gap between theoretical conceptions and real practices in ML development even though workflows were sketched abstractly as textbook-like. The results pave the way for a large-scale investigation on requirements for ML engineering in EO.

WHY IS THE COMPONENTIAL CONSTRUCT OF IMPLICIT LANGUAGE APTITUDE SO DIFFICULT TO CAPTURE?

Although this special issue reveals some promising achievements, most of the contributions show that tasks of implicit learning are not or are only weakly correlated with each other, and they have inconsistent predictive power on L2 acquisition. This commentary examines four possible explanations for this surprising pattern: The (suboptimal) selection of tasks, the low reliability of measures, the deep influence of the starting level even for nominally “new” implicit tasks, and the fact that the mastery of L2 may involve other implicit processes than implicit learning measured through laboratory tasks.