Reduced perception-action dissociation in children with amblyopia
Bibliographic record
Abstract
Visual illusions differentially affect perception and action, providing insights into the functional dissociation between vision for perception and vision for action. One such illusion is the Ponzo illusion where perceptual behaviors are modulated by the monocular depth cues, while grasping trajectories resist the effect of the illusion. Children with amblyopia (poor vision in one eye) provide the opportunity to examine an outstanding question - to what extent normal visual experience is critical for the development of the perception-action functional dissociation. Here, we examined the effect of the Ponzo illusion on perception and action in a group of children with amblyopia (n=20, 9.1±2.2 years old) compared to typically developed children (n=20, 9.2±2.1 years old). In the incongruent trials, two objects that differ in their real size (40 & 42 mm) were placed on an illusory Ponzo background to create a conflict between the real and the perceived size of the object and vice versa in the congruent trials. Control and amblyopic participants were asked to grasp (action task) and manually estimate the length of the object (perceptual task). Across conditions, we recorded hand kinematics using the Optitrack motion capture system. Both groups showed equal effect of the illusion in the perceptual task, such that the object placed on the far surface was perceived as longer compared to when placed on the near surface. In contrast, a clear differentiation between the groups was observed for the grasping task. While amblyopic participants’ Maximum Grip Apertures (MGAs) were modulated by the illusion, the MGAs of typically developed children evaded the illusion and were scaled to the real size of the object regardless of the object’s placement on the background. Taken together, our results provide novel evidence that atypical visual experience in childhood from amblyopia impacts the development of the dissociation between perception and action.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".