Why this work is in the frame
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Bibliographic record
Abstract
The term Eye-hand co-ordination refers to hand movements controlled with visual feedback and reinforced by hand contact with objects. A correct perspective view of a virtual environment enables normal eye-hand co-ordination skills to be applied. But is it necessary for rapid interaction with 3D objects? A study of rapid hand movements is reported using an apparatus designed so that the user can touch a virtual object in the same place where he or she sees it. A Fitts tapping task is used to assess the effect of both contact with virtual objects and real-time update of the centre of perspective based on the user's actual eye position. A Polhemus tracker is used to measure the user's head position and from this estimate their eye position. In half of the conditions, head tracked perspective is employed so that visual feedback is accurate while in the other half a fixed eye-position is assumed. A Phantom force feedback device is used to make it possible to touch the targets in selected conditions. Subjects were required to change their viewing position periodically to assess the importance of correct perspective and of touching the targets in maintaining eye-hand co-ordination, The results show that accurate perspective improves performance by an average of 9% and contact improves it a further 12%. A more detailed analysis shows the advantages of head tracking to be greater for whole arm movements in comparison with movements from the elbow.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.009 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it