Most daily activities involve the manipulation of multiple objects, during which humans obtain information and regulate their movements over the course of these actions. For sighted individuals, the relationship between visual perception and bodily movements for manipulating objects is well-documented. In this study, we examined bodily movements and perceptions during the process of making instant coffee by individuals with visual impairments, using two tabletop designs. Experiment had a total of six participants. Participants with visual impairments tend to position objects in a way that reflects on their range of body movement, with those who are completely blind are particularly inclined to perform actions within the overlapping range of their arms movements. However, when tactile cues are incorporated into the environment, the range of object placement expands in some cases. In the analysis of a time series of body movements, “touching” and “movement changes” were observed in the switching between sub-goal units and trunk movements. These movement changes were inferred in the form of a fine-tuning of perception and movement without conscious awareness, as with microslips. Individuals with visual impairments orient themselves in the environment by trunk movements, locate objects by touching, and fine-tuning their perception and movement through movement changes. They perceive spatial configurations by coordinating their trunk, arms, and fingertips.

This study investigated self-referential utterances made by lecturers during Question-Answer (Q&A) sessions in online training, such as “Didn’t that answer your question?” It aimed to understand why speakers make these self-references either before or after providing an answer. The analysis revealed that self-references typically occurred after an answer had been given and no immediate response from the questioner followed. In these instances, self-references functioned as a way to mark the completion of the answer and prompt a response from the questioner. These utterances often involved downgrading the status of the answer or checking its adequacy. The analysis also showed that these self-deprecating remarks were oriented toward preference organization (Pomerantz, 1985a). By offering a self-deprecating statement, the speaker invited a preferred response of disconfirmation (e.g., “No, your answer was fine”) from the questioner. This interactional mechanism helped manage turn-taking and encouraged the questioner to provide a relevant follow-up, thereby advancing the Q&A session. Additionally, in the online environment—where visual cues may be absent—these self-references served as an important tool for lecturers to gauge whether their answers were understood and accepted. Pre-answer self-references, on the other hand, were used to manage potential difficulties in the upcoming explanation. In sum, self-reference emerged as a strategic practice for managing both the completion and reception of answers during online Q&A sessions.