At the Whitney Laboratory for Perception and Action at University of California Berkeley, David Whitney said the image's effect is simple – it's an ambiguity of inference.
The connection between perception and action can have strange physical effects: notice what happens when you step on a stationary escalator and feel yourself jolting forwards.
When you have access to both perception and action, you're looking at an AI problem.
Perception and action are merely an interface between the environment and "real" mathematical thinking.
This striving clearly requires the continuous and intertwined relationship between cognition, perception and action [55, 56].
Mathematical reasoning should be divorced from the vulgar details of perception and action.
Memories are descending down the cone from the past to the present perception and action.
In 2002, Long and Livingston started co-teaching a course called "Perception and Action".
One criticism is that attentional demands were mismatched between the perception and action tasks.
Instead of minimizing students' reliance on perceptual strategies (Kirshner, 1989; Kirshner & Awtry, 2004), education should aim to refine students' use of perception and action, so that they rig up their perception and action systems like mathematical experts.
There are theoretical and empirical reasons to suppose that perception and action lie at the core of mathematical expertise.
