ABSTRACT
Considering the growing interactive relationship of perception and action, building on Freyd's (1983a, b) work, a series of experiments was conducted to investigate the implied role of action knowledge in the predominantly perceptual task of character recognition. The outcome of this experimental work highlights the issue that action may interfere with learning, through the generation of conflicting representations. In addition, the results draw attention to complex issues involved in investigating the role of action within perception
