Augmented reality, whereby computer-generated images are overlaid onto the physical environment, is becoming significant part of the world of education and training. Little is known, however, about how these external images are treated by the sensorimotor system of the user – are they fully integrated into the external environmental cues, or largely ignored by low-level perceptual and motor processes? Here, we examined this question in the context of the size–weight illusion (SWI). Thirty-two participants repeatedly lifted and reported the heaviness of two cubes of unequal volume but equal mass in alternation. Half of the participants saw semi-transparent equally sized holographic cubes superimposed onto the physical cubes through a head-mounted display. Fingertip force rates were measured prior to lift-off to determine how the holograms influenced sensorimotor prediction, while verbal reports of heaviness after each lift indicated how the holographic size cues influenced the SWI. As expected, participants who lifted without augmented visual cues lifted the large object at a higher rate of force than the small object on early lifts and experienced a robust SWI across all trials. In contrast, participants who lifted the (apparently equal-sized) augmented cubes used similar force rates for each object. Furthermore, they experienced no SWI during the first lifts of the objects, with a SWI developing over repeated trials. These results indicate that holographic cues initially dominate physical cues and cognitive knowledge, but are dismissed when conflicting with cues from other senses.

增强现实技术将计算机生成的图像叠加到物理环境上，正在成为教育和培训领域的重要组成部分。但是，对于用户的感觉运动系统如何处理这些外部图像知之甚少-它们是否已完全集成到外部环境提示中，还是被低级的感知和运动过程很大程度上忽略了？在这里，我们在大小-重量幻觉（SWI）的背景下研究了这个问题。三十二名参与者反复举起并报告了两块体积不等但质量相等的立方体的沉重感。一半的参与者通过头戴式显示器看到了半透明的相等大小的全息立方体，它们叠加在物理立方体上。在抬起之前测量指尖的力速率，以确定全息图如何影响感觉运动预测，而每次抬起后的口头沉重口头报告表明，全息图尺寸提示如何影响SWI。不出所料，在没有增强视觉提示的情况下举起的参与者举起大物体的力要比早期举升中的小物体要高，并且在所有试验中都经历了强大的SWI。相反，举起（显然大小相等）增强立方体的参与者对每个对象使用相似的力率。此外，他们在第一次抬起物体时没有经历过SWI，并且在反复试验中发展了SWI。这些结果表明，全息线索最初在物理线索和认知知识中占主导地位，但与其他意义上的线索发生冲突时却被驳回。