Is calibration of the perception of length modality-independent?

The Independent Perceptual Calibration of Action-Neutral and -Referential Environmental Properties

Two experiments were conducted to explore how the calibration of perception of environmental properties taken with reference to an animal and their action capabilities (e.g., affordances) and those that are independent of action capabilities (e.g., metric properties) relate. In both experiments, participants provided reports of the maximum height they could reach above their head with a number of different stick(s) (reach-with-stick height) and the length of those stick(s), a property that is a constituent of reach-with-stick height. In Experiment 1 reach-with-stick height reports improved over trials whereas stick length reports remained constant. In Experiment 2, feedback about maximum reach-with-stick height improved perception of this affordance, but such improvements did not transfer to perception of stick length in a pretest/practice task/posttest design. The results suggest that the perceptual calibration with practice perceiving or feedback about actual dimensions of action-referential and action-neutral properties do not necessarily depend on one another.

Transfer of attunement in length perception by dynamic touch

Earlier studies have revealed that the calibration of an action sometimes transfers in a functionally specific way—the calibration of one action transfers to other actions that serve the same goal, even when they are performed with different anatomical structures. In the present study, we tested whether attunement (the process by which perceivers learn to detect a more useful, specifying, informational pattern) follows such a functional organization. Participants were trained to perceive the length of rods by dynamic touch with one of their effectors. It was found that training the right hand resulted in an attunement to a specifying variable with both hands, but not with the feet. Training the other limbs did not result in attunement. However, substantial individual differences were found. The implications of the results are explored for theories on the organization of perceptual learning and discussions on individual differences in perception.