# PWR-081 — Tactile acuity: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 22 min reading and worksheet pass Difficulty: Introductory Equipment: Common household or practice equipment — Six 5 cm squares of familiar clean, dry, blunt material, mounted securely in three matched pairs.; Opaque codes on the back, a separate answer key, a coin or random-number list and a record sheet.; A table, chair, timer and optional screen that blocks sight without restricting the hand. Space: Room-scale practice space Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G2; Detailed research depth Automated method-quality band: Comprehensive Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context Tactile acuity is the ability to tell small touch details apart at a named body site. This lesson uses coded, room-temperature surfaces rather than needles, monofilaments, two-point tools or pain. You will keep the finger and contact time fixed, make a forced same-or-different choice, reveal the answer only afterwards and test a new pair later. Target outcome: The learner completes 12 balanced same-or-different trials on one safe fingertip and reports accuracy, confidence and transfer to two unfamiliar safe surfaces. ### Authority and setup conditions - Check the chosen fingertip for intact skin, ordinary comfortable sensation and no new numbness or pain. - Rub every panel with a cloth-covered finger first; remove anything loose, scratchy, allergenic or hard to clean. - Choose one exploration rule: the pad of one finger, one left-to-right stroke and three seconds per panel. ### Required or supplied materials - Six 5 cm squares of familiar clean, dry, blunt material, mounted securely in three matched pairs. - Opaque codes on the back, a separate answer key, a coin or random-number list and a record sheet. - A table, chair, timer and optional screen that blocks sight without restricting the hand. ## 1. Make coded pairs Mount two samples from each of three safe material types. Give every panel a code that does not reveal its material, then write the true pairings on a separate key. Why: Duplicate samples allow real same trials as well as different trials. Success check: The answer key lists three pairs and cannot be seen from the touching side. Accessible alternative: Complete the same research action — “Mount two samples from each of three safe material types. Give every panel a code that does not reveal its material, then write the true pairings on a separate key.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The answer key lists three pairs and cannot be seen from the touching side.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Fix the touch configuration Name the fingertip, hand, stroke direction, pressure cue and three-second contact time. Use that same setup for every scored trial. Why: Changing the site or movement changes what is being tested. Success check: You can demonstrate the same single stroke twice without rubbing, tapping or switching fingers. Accessible alternative: A supported, seated, reduced-range or slower version of “Name the fingertip, hand, stroke direction, pressure cue and three-second contact time. Use that same setup for every scored trial.” is equivalent only when it keeps the same trained or measured target, declared configuration and success check: “You can demonstrate the same single stroke twice without rubbing, tapping or switching fingers.” If any of those change, record it as a related alternative rather than an equivalent repetition. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Create a balanced trial list Prepare six same and six different pairings in a random order. Keep the list hidden until the response is made. Why: A balanced, hidden order prevents guessing from a visible pattern. Success check: The list has 12 trials, equal same and different answers, with no answer exposed early. Accessible alternative: Complete “Prepare six same and six different pairings in a random order. Keep the list hidden until the response is made.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “The list has 12 trials, equal same and different answers, with no answer exposed early.” Use larger panels and a hand guide while preserving the single declared contact path. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Touch and commit Touch the first panel once, pause, touch the second once, then say same or different and give confidence from 0 to 100. Do not return for extra strokes. Why: A committed response preserves a comparable amount of information on each trial. Success check: Each row has one choice and one confidence number before feedback. Accessible alternative: Complete “Touch the first panel once, pause, touch the second once, then say same or different and give confidence from 0 to 100. Do not return for extra strokes.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “Each row has one choice and one confidence number before feedback.” A helper may randomise and record spoken answers without cueing them. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Reveal and name the cue Check the key after each response. Mark correct or incorrect and write the cue you used, such as ridge spacing, softness or drag. Why: Immediate, truthful feedback connects the cue with the result instead of rewarding confidence alone. Success check: The record shows the answer, correctness and a concrete touch cue. Accessible alternative: Complete the same research action — “Check the key after each response. Mark correct or incorrect and write the cue you used, such as ridge spacing, softness or drag.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The record shows the answer, correctness and a concrete touch cue.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Retest without the old answers After at least 48 hours, run eight new coded trials, including two safe material types not used in the first session. Keep the same finger and stroke rule. Why: Delayed and unfamiliar trials separate repeated-board memory from limited near transfer. Success check: The retest records old-pair and new-material accuracy separately. Accessible alternative: A supported, seated, reduced-range or slower version of “After at least 48 hours, run eight new coded trials, including two safe material types not used in the first session. Keep the same finger and stroke rule.” is equivalent only when it keeps the same trained or measured target, declared configuration and success check: “The retest records old-pair and new-material accuracy separately.” If any of those change, record it as a related alternative rather than an equivalent repetition. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.