Improvement in Vernier acuity in adults with amblyopia. Practice makes better

PURPOSE: To determine the nature and limits of visual improvement through repetitive practice in human adults with naturally occurring amblyopia. METHODS: A key measure the authors used was a psychophysical estimate of Vernier acuity; persons with amblyopia have marked deficits in Vernier acuity that are highly correlated with their loss of Snellen acuity. The experiment consisted of three phases: pretraining measurements of Vernier acuity and a second task (either line-detection thresholds or Snellen acuity) in each eye with the lines at two orientations; a training phase in which observers repetitively trained on the Vernier task at a specific line orientation until each had completed 4000 to 5000 trials; and posttraining measurements (identical to those in the first phase). Two groups of amblyopic observers were tested: novice observers (n = 6), who had no experience in making psychophysical judgments with their amblyopic eyes, and experienced observers (n = 5), who had previous experience in making Vernier judgments with their amblyopic eyes (with the lines at a different orientation) using the signal-detection methodology. RESULTS: The authors found that strong and significant improvement in Vernier acuity occurs in the trained orientation in all observers. Learning was generally strongest at the trained orientation but may partially have been transferred to other orientations (n = 4). Significant learning was transferred partially to the other eye (at the trained orientation) in two observers with anisometropic amblyopia. Improvement in Vernier acuity did not transfer to an untrained detection task. In two observers, the improvement in Vernier acuity was accompanied by a commensurate improvement in Snellen acuity. CONCLUSIONS: Some adults with amblyopia retain a significant degree of neural plasticity. Although several observers (primarily novices) showed evidence of generalized learning, several amblyopic patients showed evidence for improvement that was orientation and task specific. In this latter group of observers, the improvement appeared to reflect alterations that were, at least in part, in early neural processes that were orientation specific and were localized beyond the site of convergence of the two eyes.     

The pigeon's recognition of drawings of depth-rotated stimuli.

Four experiments used a 4-choice discrimination learning paradigm to explore the pigeon's recognition of line drawings of 4 objects (an airplane, a chair, a desk lamp, and a flashlight) that were rotated in depth. The pigeons reliably generalized discriminative responding to pictorial stimuli over all untrained depth rotations, despite the birds' having been trained at only a single depth orientation. These generalization gradients closely resembled those found in prior research that used other stimulus dimensions. Increasing the number of different vantage points in the training set from 1 to 3 broadened the range of generalized testing performance, with wider spacing of the training orientations more effectively broadening generalized responding. Template and geon theories of visual recognition are applied to these empirical results. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the significance of temporally structured activity in the dorsal lateral geniculate nucleus (LGN)

Higher organisms perceive information about external or internal physical or chemical stimuli with specialized sensors that encode characteristics of that stimulus by a train of action potentials. Usually, the location and modality of the stimulus is represented by the location and specificity of the receptor and the intensity of the stimulus and its temporal modulation is thought to be encoded by the instantaneous firing rate. Recent studies have shown that, primarily in cortical structures, special features of a stimulus also are represented in the temporal pattern of spike activity. Typical attributes of this time structure are oscillatory patterns of activity and synchronous discharges in spatially distributed neurons that respond to inputs evoked by a coherent object. The origin and functional significance of this kind of activity is less clear. Cortical, subcortical and even very peripheral sources seem to be involved. Most of the relevant studies were devoted to the mammalian visual system and cortical findings on temporally structured activity were reviewed recently (Eckhorn, 1994, Progr. Brain Res., Vol. 102, pp. 405-426; Singer and Gray, 1995, Annu. Rev. Neurosci., Vol. 18, pp. 555-586). Therefore, this article is designed to give an overview, especially of those studies concerned with the temporal structure of visual activity in subcortical centers of the primary visual pathway, which are the retina and the dorsal lateral geniculate nucleus (LGN). We discuss the mechanisms that possibly contribute to the generation and modulation of the subcortical activity time structure and we try to relate to each other the subcortical and cortical patterns of sensory activity.     

Structure and function of the insulin-like growth factor I receptor

Two manipulations are argued to distinguish between instance-based and abstract rule-based accounts of invariant learning. Three experiments examined the effects of manipulating the type of invariant feature in the learning set, and the type of training schedules prior to test. In line with traditional research, selection bias at test was present when the invariant was the consistent inclusion of a stimulus item in the learning set. However, the degree of bias was identical when the invariant was the consistent exclusion of the stimulus item. In addition, negative transfer of training was observed when subjects were trained on one learning set and then shifted training to the opposite learning set, but no positive transfer of training was observed when subjects were trained on one learning set and then continued training using the same learning set. These results are argued to be evidence for instance-based accounts of invariant learning.     

Differential sparing of depth perception, orienting, and optokinetic nystagmus after neonatal versus adult lesions of cortical areas 17, 18, and 19 in the cat.

Performance by cats with lesions of the visual cortex made in infancy or adulthood was examined on tasks of visually guided behavior that do not require specific training. Cats with lesions confined to areas 17, 18, and 19 made during the 1st postnatal week showed more sparing of function on a visual cliff, at orienting to targets suddenly appearing in the visual field, and at optokinetic nystagmus than did cats with equivalent damage incurred as adults. Cats with lesions that included areas 17, 18, 19 and most of the contiguous visual areas were severely impaired at all tasks whether the lesions were incurred neonatally or in adulthood. These findings suggest that sparing of vision after neonatal lesions of cortical areas 17, 18, and 19 is not confined to pattern learning tasks and that remaining lateral cortical visual areas are importantly involved in such sparing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The what and the where of the pigeon's processing of complex visual stimuli.

Eight pigeons were trained on a go-no go visual discrimination involving I S+ and 15 S–s. The 16 discriminative stimuli were black-and-white line drawings created by the factorial combination of 4 different geometric shapes (wedge, cylinder, cone, handle) in 4 different spatial locations (right, left, above, below) in relation to a common shape (cube). All of the pigeons readily learned this complex visual discrimination. Each bird's pecking behavior was controlled by both attributes of the line drawings, but somewhat stronger stimulus control was exerted by the location of the added component than by its shape. Across all 8 pigeons, there was an inverse relation between stimulus control by component shape and component location. These results document pigeons' joint processing of "what" and "where" information in visual discrimination learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Pigeon (Columba livia) encoding of a goal location: The relative importance of shape geometry and slope information.

The ability to use the geometric shape of an environment as an orienting cue for goal location has been shown in many vertebrate groups. Experimentally, however, geometric spatial tasks are typically carried out on horizontal surfaces. The present study explored how learning a geometry task is affected by training on a surface extending in the vertical dimension—a slope. In a reference memory task, pigeons (Columba livia) were trained to locate a goal in an isosceles trapezoid arena. Learning on a slope proceeded more rapidly or with fewer errors than on a flat surface, presumably because of kinesthetic, vestibular, and visual information extractable from an inclined surface. Experiment 1 showed that, although the geometric shape of the arena was encoded, pigeons trained on a slope were guided by a goal representation based on the vertical and orthogonal axes of the slope to solve the task. Experiment 2 revealed that geometric learning was neither overshadowed nor facilitated by training on a slope. The data highlight a potentially important role for slope as an allocentric cue for goal location. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceptual learning reflects external noise filtering and internal noise reduction through channel reweighting

To investigate the nature of plasticity in the adult visual system, perceptual learning was measured in a peripheral orientation discrimination task with systematically varying amounts of external (environmental) noise. The signal contrasts required to achieve threshold were reduced by a factor or two or more after training at all levels of external noise. The strong quantitative regularities revealed by this novel paradigm ruled out changes in multiplicative internal noise, changes in transducer nonlinearites, and simple attentional tradeoffs. Instead, the regularities specify the mechanisms of perceptual learning at the behavioral level as a combination of external noise exclusion and stimulus enhancement via additive internal noise reduction. The findings also constrain the neural architecture of perceptual learning. Plasticity in the weights between basic visual channels and decision is sufficient to account for perceptual learning without requiring the retuning of visual mechanisms.     

Curved saccade trajectories reveal conflicting predictions in associative learning.

We report how the trajectories of saccadic eye movements are affected by memory interference acquired during associative learning. Human participants learned to perform saccadic choice responses based on the presentation of arbitrary central cues A, B, AC, BC, AX, BY, X, and Y that were trained to predict the appearance of a peripheral target stimulus at 1 of 3 possible locations, right (R), mid (M), or left (L), in the upper hemifield. We analyzed as measures of associative learning the frequency, latency, and curvature of saccades elicited by the cues and directed at the trained locations in anticipation of the targets. Participants were trained on two concurrent discrimination problems A+R, AC+R, AX+M, X+M and B+L, BC+L, BY+M, Y+M. From a connectionist perspective, cues were predicted to acquire associative links connecting the cues to the trained outcomes in memory. Model simulations based on the learning rule of the Rescorla and Wagner (1972) model revealed that for some cues, the prediction of the correct target location was challenged by the interfering prediction of an incorrect location. We observed that saccades directed at the correct location in anticipation of the target curved away from the location that was predicted by the interfering association. Furthermore, changes in curvature during training corresponded to predicted changes in associative memory. We propose that this curvature was caused by the inhibition of the incorrect prediction, as previously has been suggested with the concept of distractor inhibition (Sheliga, Riggio, & Rizzolatti, 1994; Tipper, Howard, & Houghton, 2000). The paradigm provides a new method to examine memory interference during associative learning. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Visual control of the arm, the wrist and the fingers: pathways through the brain

Sperry and his colleagues had shown that section of the corpus callosum blocks the normally strong interocular transfer of visual learning in chiasma sectioned monkeys. Although interhemispheric transfer of learning was blocked, monkeys could be readily trained to use any combination of eye and hand in a task that required rapid visually guided responses. Sperry suggested that there must be a subcortical pathway linking sensory to motor areas of the brain. We tested monkeys in a task which required them to orient their wrist and fingers correctly in order to remove a morsel of food from a slotted disc. Animals in which we made lesions of the dorsal extrastriate visual areas of the parietal lobe were profoundly impaired in performing this task, but showed no deficit in visual discrimination learning. A monkey with an extensive lesion of the ventral, temporal lobe extrastriate areas showed no deficit in the visuomotor task but was profoundly impaired in visual discrimination learning. Lesions of peri-arcuate cortex, a major cortical target of parietal lobe visual areas, produced only a mild deficit which was motor in character. We suggest that the visuomotor deficit caused by parietal lobe lesions is brought about by depriving the cerebellum of its cortical visual input.     

Does practice in orientation discrimination lead to changes in the response properties of macaque inferior temporal neurons?

We trained two rhesus monkeys in a task in which they had to judge whether or not two successively presented gratings differed in orientation. In a first experiment, we trained a monkey for only a restricted set of orientations and then recorded from the temporal cortical visual area (TE) while he made discriminations at trained and untrained orientations. Although this orientation-selective practice induced a marked anisotropy in his behavioural performance, this was not matched by a similar anisotropy in single-cell response properties. In a second experiment, we compared the response properties of TE cells in two monkeys before and after practice in the discrimination of small orientation differences. The training had no effect on either the responsiveness or the orientation tuning. We did, however, observe alterations in the pattern of response modulations induced by the behavioural context. However, these changes with practice, although present in both monkeys, were not consistent from animal to animal. The relevance of these findings for the functional significance of behavioural context dependencies of TE cells, as well as for the plasticity of TE responses, is discussed.     

Stimulus dependence of orientation and direction sensitivity of cat LGNd relay cells without cortical inputs: a comparison with area 17 cells

The cortical contribution to the orientation and direction sensitivity of LGNd relay cells was investigated by recording the responses of relay cells to drifting sinusoidal gratings of varying spatial frequencies, moving bars, and moving spots in cats in which the visual cortex (areas 17, 18, 19, and LS) was ablated. For comparison, the spatial-frequency dependence of orientation and direction tuning of striate cortical cells was investigated employing the same quantitative techniques used to test LGNd cells. There are no significant differences in the orientation and direction tuning to relay cells in the LGNd of normal and decorticate cats. The orientation and direction sensitivities of cortical cells are dependent on stimulus parameters in a fashion qualitatively similar to that of LGNd cells. The differences in the spatial-frequency bandwidths of LGNd cells and cortical cells may explain many of their differences in orientation and direction tuning. Although factors beyond narrowness of spatial-frequency tuning must exist to account for the much stronger orientation and direction preferences of cells in area 17 when compared to LGNd cells, the evidence suggests that the orientation and direction biases present in the afferents to the visual cortex may contribute to the orientation and direction selectivities found in cortical cells.     

Stimulus selection and irrelevant stimuli in discrimination learning by pigeons.

Studied discrimination learning in 2 experiments with 32 and 16 White Carneaux pigeons. Exp. I confirmed that Ss trained in a free-operant situation produce a sharper gradient of generalization around a specific irrelevant stimulus if they are given true discrimination (TD) training than if given pseudodiscrimination (PD) training. An additional pair of groups, however, showed that this difference could be eliminated if, after initial training but before the test for generalization, both TD and PD Ss were given TD training on an entirely independent set of stimuli. This suggests that the normally flat PD gradient may represent a test effect: control by the specific irrelevant stimulus is masked by other more powerful irrelevant stimuli that are only suppressed by TD training. Exp. II demonstrated that in a discrete-trial situation, PD training results in a sharper gradient than does TD training, suggesting that the other unidentified irrelevant stimuli are present only in free-operant situations. (15 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Active learning: Effects of core training design elements on self-regulatory processes, learning, and adaptability.

This article describes a comprehensive examination of the cognitive, motivational, and emotional processes underlying active learning approaches; their effects on learning and transfer; and the core training design elements (exploration, training frame, emotion control) and individual differences (cognitive ability, trait goal orientation, trait anxiety) that shape these processes. Participants (N = 350) were trained to operate a complex, computer-based simulation. Exploratory learning and error-encouragement framing had a positive effect on adaptive transfer performance and interacted with cognitive ability and dispositional goal orientation to influence trainees' metacognition and state goal orientation. Trainees who received the emotion-control strategy had lower levels of state anxiety. Implications for development of an integrated theory of active learning, learner-centered design, and research extensions are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The nature and processes of preverbal learning: implications from nine-month-old infants' discrimination problem solving

Nine-month-old infants' performance on discrimination-learning problems was investigated in four experiments using the synchronous reinforcement paradigm. These experiments were organized around basic theoretical postulates concerning the relation between attention and learning. In each of the experiments, infants were trained to respond differentially to a particular stimulus feature, with the goal of establishing whether they could learn to respond to a particular stimulus feature under conditions where other stimulus dimensions were present and varying. In the first experiment, 48 infants were trained to fixate visually on a particular feature in a pair of stimuli that varied in color, form, and position dimensions. Contingencies for responding were then shifted either within a dimension (reversal shift) or across dimensions (nonreversal shift). Infants learned to respond to the reinforced feature during initial training; moreover, infants assigned to a reversal shift condition showed a higher level of transfer of learning during the test phase than those assigned to a nonreversal shift condition. The second experiment extended the results of Experiment 1 by testing 48 additional infants under conditions in which the number of varying irrelevant dimensions was increased during the shift phase. Although the difficulty added to this task by this manipulation made transfer more difficult for all infants, results again indicated that transfer of learning was more evident for infants in a reversal shift than a nonreversal shift condition. In the third experiment, 64 infants were trained in a similar manner, except that completely new values were substituted during shift phases on the color and form dimensions. This manipulation was meant to probe whether infants were formulating a dimension response from previous training and to test the predictions of such dimension processing for transfer of learning to a functionally new problem. Infants were reinforced for fixating on a new feature either within the same dimension as during training (intradimension shift) or within the dimension that was not originally trained (extradimension shift). Transfer of learning was clearly superior in the intradimension shift condition. The findings of the first three experiments suggested that, during discrimination-learning problems, infants selected and tested individual stimulus features and dimensions from an array of potential solutions to the problem until discovering the one that was consistently associated with reinforcement.(ABSTRACT TRUNCATED AT 400 WORDS)     

Cine analysis of visual orientation and pursuit by the Mongolian gerbil.

Six adult male gerbils were trained to run quickly to a disk baited with food reward. By using film records, the amplitude and pattern of head turns were measured during pursuit of these targets. With peripheral targets, Ss made a series of successive rapid head turns, each guided by new visual information obtained during a brief pause. When Ss were presented with moving stimuli in the frontal visual field, the orientation indicated that they could predict the pathway of the target so as to complete the turn on target. This practical use of motion-direction discrimination was associated with very short reaction times. A brief stimulus, which did not elicit orientation, facilitated responding to a 2nd presentation of the stimulus within the same part of the visual field. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Decomposing visual search: evidence of multiple item-specific skills

Four experiments demonstrated that visual search can be decomposed into two components: one consisting of skills shared with memory search and the other consisting of skills not shared with memory search. A training-transfer paradigm was used to test for transfer from memory search to visual search and vice versa. When the same targets and distractors were used in training and transfer, visual search practice completely trained memory search, but memory search practice only partially trained visual search. Learning on both the shared and the private components of visual search benefited more from item-specific training than from nonspecific training. The relationship between the components and some theorized models of visual search are discussed, particularly in terms of prioritization learning.     

Effects of selective excitotoxic lesions of the nucleus accumbens core, anterior cingulate cortex, and central nucleus of the amygdala on autoshaping performance in rats.

The nucleus accumbens core (AcbC), anterior cingulate cortex (ACC), and central nucleus of the amygdala (CeA) are required for normal acquisition of tasks based on stimulus-reward associations. However, it is not known whether they are involved purely in the learning process or are required for behavioral expression of a learned response. Rats were trained preoperatively on a Pavlovian autoshaping task in which pairing a visual conditioned stimulus (CS+) with food causes subjects to approach the CS+ while not approaching an impaired stimulus (CS-). Subjects then received lesions of the AcbC, ACC, or CeA before being retested. AcbC lesions severely impaired performance; lesioned subjects approached the CS + significantly less often than controls, failing to discriminate between the CS + and CS-. ACC lesions also impaired performance but did not abolish discrimination entirely. CeA lesions had no effect on performance. Thus, the CeA is required for learning, but not expression, of a conditioned approach response, implying that it makes a specific contribution to the learning of stimulus-reward associations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)