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High-probability grants
According to our matching algorithm, Claire F. Michaels is the likely recipient of the following grants.
Years |
Recipients |
Code |
Title / Keywords |
Matching score |
2004 — 2008 |
Michaels, Claire Kay, Bruce [⬀] |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
The Information For Learning to Act @ University of Connecticut
Practice makes perfect, as the saying goes. With practice, we better judge our driving speed or where a fly ball will land. Similarly, practice improves bodily coordination. A baseball player learns to run in the right direction at the right speed to catch a ball. Likewise a driver learns to apply the brakes at just the right time with the just the right pressure to stop smoothly at a stop sign. Success in both tasks requires first that one can tune into the right information about the world and the body. But how a person tunes into the right information to enhance their performance is not well understood.
With support from the National Science Foundation, Dr. Claire Michaels and Dr. Bruce Kay will conduct basic research to understand learning in the human perception and action. Their previous work suggests that people explore a definable "information space" to discover the right information. The funded research further tests this innovative idea. Close examination of hand movements when learning a simple interception task reveals general principles of how people discover the information to best control their movements. How the hand responds to disturbances such as brief temporary restraints illuminates other dimensions of the information space whether and how it concludes patterns of action, for instance as well as perceptual information.
Knowing how the complex coupling of perception and action is learned and can be trained is increasingly important. Modern science and technology have created new problems of complex remote control. For instance, doctors and soldiers both navigate complex artificial displays of remote and sometimes dangerous environments. To best teach necessary skills requires a basic understanding of how skills are learned in the first place.
|
0.915 |
2008 — 2011 |
Michaels, Claire Kay, Bruce (co-PI) [⬀] |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Direct Learning: Self-Organizing Processes in Perception-Action @ University of Connecticut
People's perceptual judgments and actions depend on the pick-up of informative energy patterns arriving at the senses. As examples, a driver's detection of certain optical variables informs the decision of whether it is safe to pass another car; another variable might inform the driver whether the current braking action will stop the car in time, or if force on the brake needs to be increased. One key function of perceptual and perceptual-motor learning is to change the variables that the perceiver-actor attends to in making their judgments or in controlling their actions. Perceiver-actors educate their attention to variables that permit more accurate judgments and more effective motor activities. A central question, however, is how perceivers improve. While experience can make clear that judgments and actions are not accurate and that change is needed, until recently it has been unclear how (or if) experience actually directs the improvement. A new theory, called direct learning, lays out how change is guided by information. The current project explores: How should one arrange a perceptual learning situation so that learning proceeds as quickly and accurately as possible? Can perceptual learning be shown to be indifferent to the probabilistic value of sensory information? Does learning to detect some information entail exploratory movements that create it? If so, can goal-directed movement also be aimed at information-production? The findings could have broad practical applications to attempts to train perceiver-actors to discriminate objects (letters, faces, aircraft), events (deceptive intention, impending collisions), and to control movements (aircraft landing, skilled athletic or dance performance).
|
0.915 |