The role of stimulus comparison in human perceptual learning: Effects of distractor placement.

Within-subjects procedures were used to assess the influence of stimulus comparison on perceptual learning in humans. In Experiment 1, participants received intermixed (A, A′, A, A′,…) or blocked (B, B,…, B′, B′,…) exposure to pairs of similar female faces. In a subsequent same/different discrimination task, participants were more accurate when the test involved A and A′ than when it involved B and B′ (or novel faces: C and C′). This perceptual learning effect was reduced by placing a visual distractor (*: either another face or a checkerboard) between successive presentations of the faces during the exposure stage (e.g., A – * – A′). The attenuation of the intermixed versus blocked difference was particularly marked when faces were used as the distractor. In Experiment 2, this reduction in perceptual learning was more marked when * was positioned between the pairs of intermixed faces (i.e., A – * – A′) than when it preceded and succeeded those faces (i.e., * – A – A′ – *). These results provide the first direct evidence that the opportunity to compare stimuli plays a causal role in supporting perceptual learning. They also support the specific view that perceptual learning reflects an interaction between a short-term habituation process, that ordinarily biases processing away from the frequently presented common elements and toward their less frequently presented unique elements, and a long-term representational process that reflects this bias. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

The role of fractality in perceptual learning: Exploration in dynamic touch.

Perceptual systems must learn to explore and to use the resulting information to hone performance. Optimal performance depends on using information available at many time scales, from the near instantaneous values of variables underlying perception (i.e., detection), to longer term information about appropriate scaling (i.e., calibration), to yet longer term information guiding variable use (i.e., attunement). Fractal fluctuations in explorations would entail fluctuation at all time scales, allowing perceptual systems a flexible way to detect information at all time scales. We tested whether perceptual learning in dynamic touch is related to the fractality of wielding behaviors. A reanalysis of wielding behaviors from Arzamarski, Isenhower, Kay, Turvey, and Michaels (2010) revealed that exploratory movements were fractal and that a fractal-scaling exponent predicts individual differences in haptic judgments. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Associative activation of stimulus representations restores lost salience: Implications for perceptual learning.

In 3 experiments, rats received preexposure to presentations of a compound flavor BX. The effective salience of B was then tested by assessing its ability to interfere with the aversion controlled by another flavor or the tendency to drink a saline solution after the induction of a salt need. It was found that the effective salience of B was maintained when during preexposure, presentations of BX alternated with presentations of X alone. This was true both when BX was presented as a simultaneous compound (Experiment 1) and as a serial compound (X→B; Experiments 2 and 3); salience was not maintained when the serial compound took the form B→X (Experiments 2 and 3a). It was argued that the salience of B declines during preexposure but is restored when presentations of X are able to activate the representation of B by way of the associative X-B link. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Contributions of procedure and stimulus learning to early, rapid perceptual improvements.

Improvements in performance on many perceptual skills can occur with only a single training session. Of interest here is what aspects of the training experience are being learned during this brief exposure. Although there is considerable evidence that learning associated with specific feature values of the stimulus used in training (stimulus learning) contributes to these rapid improvements, there has been little direct investigation of the possibility that other types of learning do so as well. Here the authors show that not only stimulus learning but also learning of more general aspects of the training experience (procedure learning) contributed to rapid improvements in performance on interaural time difference discrimination. However, practice on the type of judgment to be made did not appear to aid performance (no task learning). These results are consistent with physiological reports that different neural mechanisms are engaged at different time points during even a brief training session, and imply that the circuits that are engaged and likely modified vary in the degree of their selectivity to the target condition. Such changes presumably enable further learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Neural cell adhesion molecules, learning, and memory in the domestic chick

The intermediate and medial hyperstriatum ventrale (IMHV) of the chick forebrain is a site of recognition memory for the learning process of imprinting. The results reported here demonstrate that neural cell adhesion molecules (NCAMs) play a time-dependent role in this recognition memory. Dark-reared chicks were trained, tested, and assigned a preference score as a measure of learning. Chicks with high preference scores were designated good learners and those with lower preference scores, poor learners. Controls were untrained. Tissue was removed, 9.5 hr or 24 hr after training, from the left and right IMHV, hyperstriatum accessorium, and posterior neostriatum. Three major NCAM isoforms (180, 140, and 120 kDa) were assayed. At 24 hr only, there was in left IMHV significantly more NCAM (for each isoform) in good learners than in the other 2 groups, and also a significant correlation between the amounts of NCAM and preference scores for all isoforms; the amount predicted by each regression line at preference score 50 (no learning) did not differ significantly from the mean value for untrained controls. There were no learning-related effects in either the hyperstriatum accessorium or the posterior neostriatum.     

Noradrenaline and learning: Effects of the noradrenergic neurotoxin DSP4 on imprinting in the domestic chick.

In 2 experiments, 168 domestic chicks received intraperitoneal injections of 50 mg/kg of N-(2-chlorethyl)-N-ethyl-2-bromobenzylamine HCl (DSP4) or distilled water and were trained 60 hrs after hatching by exposing them to either a rotating red box or a stuffed jungle fowl. Noradrenaline concentration was determined in Wulst and medial and basal forebrain samples. The medial forebrain sample comprised mainly the intermediate part of the medial hyperstriatum ventrale, a region previously shown to be involved in imprinting. DSP4 treatment reduced forebrain noradrenaline levels by about 65% and also profoundly impaired imprinting in box-trained but not fowl-trained Ss. In box-trained Ss, the strength of imprinting was positively correlated with noradrenaline concentration in both medial and basal forebrain samples. It is suggested that some of the neural structures and mechanisms involved in imprinting on the fowl differ from those involved in imprinting on the box. (43 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Conditional discrimination learning by pigeons: The role of simultaneous versus successive stimulus presentations.

A series of experiments investigated the development of a conditional discrimination involving a blue or red keylight and a subsequently presented vertical or horizontal line. Pigeons trained in a single reversal paradigm failed to learn the conditional task despite manipulations that assured continued attention to the colors by reinforcing responding to them and other manipulations that reduced both the short-term and long-term memory requirements inherent in the task. If the colors both preceded and overlapped the lines, the Ss learned a conditional discrimination, but it involved only the overlapping component of the color and the lines. The sequential conditional discrimination was acquired only when training involved frequent reversals. The difficulty of learning a sequential conditional discrimination, relative to a simultaneous one, presumably reflects the true hierarchical nature of the task; simultaneous conditional tasks are not necessarily hierarchical. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The temporal dynamics of a visual discrimination: The role of stimulus comparison and opponent processes.

The influence of trial spacing on simple conditioning is well established: When successive reinforced conditioned stimulus, CS+, trials are separated by a short interval (massed training), conditioned responding emerges less rapidly than when such trials are separated by longer intervals (spaced training). This study examined the influence of trial spacing on the acquisition of an appetitive visual discrimination in rats. Experiments 1 and 2 established that massed training facilitates the acquisition of such discriminations. The results of subsequent experiments demonstrated that this trial-spacing effect reflects the proximity of nonreinforced, CS-, trials to preceding (Experiment 3) and signaled (Experiment 4) presentations of the reinforcer. Experiment 5 showed that the facilitation of discrimination learning with massed training reflected an effect on learning rather than performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of an amygdalo-nigrostriatal pathway in associative learning

The present study examined the role of an amygdalo-nigrostriatal pathway in associative learning. An asymmetrical lesion model was used to test whether a circuit from the amygdala central nucleus to the dorsolateral striatum, via the substantia nigra, is critical for mediating conditioned orienting responses. Rats with an asymmetrical lesion, consisting of neurotoxic removal of central nucleus neurons in one hemisphere and depletion of the dopamine innervation of the dorsolateral striatum in the contralateral hemisphere, failed to acquire conditioned orienting responses. In contrast, the asymmetrical lesion had no effect on spontaneous orienting or learning another response directed to the source of the food unconditioned stimulus in the same task. A second experiment tested the effect of reversible inactivation of the dorsolateral striatum contralateral to a neurotoxic central nucleus lesion on acquisition of the conditioned orienting response. Although inactivation did not affect spontaneous orienting, rats failed to acquire the conditioned orienting response during sessions in which inactivation occurred. Immediately after the inactivation procedure was terminated, however, a significant increase in orienting to the conditioned stimulus was evident. These data support the interpretation that the dorsolateral striatum provides a route for the expression of the conditioned orienting response but is not essential for acquisition of this learned behavior.     

The effects of methylphenidate on learning in children with ADDH: The stimulus equivalence paradigm.

Investigated the effect of methylphenidate (MPH) on the ability of children with Attention Deficit Disorder with Hyperactivity (ADDH) to learn both trained and untrained complex visual relationships and compared these findings to their school performance under identical dosage parameters. 26 children between the ages of 6 and 12 years with ADDH participated in a double-blind, placebo control, within-subjects design in which each child received four doses of MPH (5, 10, 15, 20 mg) and a placebo in a counterbalanced sequence. MPH enhanced children's learning of both taught and untaught visual relationships, and most changes were similar to, albeit less dramatic than, those obtained for the children's attention and academic performance in school. Results of group and single-subject analyses are presented and discussed with relevance to psychopharmacological research and understanding the complex relationship between learning and psychostimulants used in treating children with ADDH. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The perceptual basis of the modality effect in multimedia learning.

Various studies have demonstrated an advantage of auditory over visual text modality when learning with texts and pictures. To explain this modality effect, two complementary assumptions are proposed by cognitive theories of multimedia learning: first, the visuospatial load hypothesis, which explains the modality effect in terms of visuospatial working memory overload in the visual text condition; and second, the temporal contiguity assumption, according to which the modality effect occurs because solely auditory texts and pictures can be attended to simultaneously. The latter explanation applies only to simultaneous presentation, the former to both simultaneous and sequential presentation. This paper introduces a third explanation, according to which parts of the modality effect are due to early, sensory processes. This account predicts that—for texts longer than one sentence—the modality effect with sequential presentation is restricted to the information presented most recently. Two multimedia experiments tested the influence of text modality across three different conditions: simultaneous presentation of texts and pictures versus sequential presentation versus presentation of text only. Text comprehension and picture recognition served as dependent variables. An advantage for auditory texts was restricted to the most recent text information and occurred under all presentation conditions. With picture recognition, the modality effect was restricted to the simultaneous condition. These findings clearly support the idea that the modality effect can be attributed to early processes in perception and sensory memory rather than to a working memory bottleneck. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Impairment of learning by localized injection of an N-methyl-D-aspartate receptor antagonist into the hyperstriatum ventrale of the domestic chick.

A restricted part of the domestic chick forebrain is critically involved in the learning process of imprinting. This region is the intermediate and medial part of the hyperstriatum ventrale (IMHV). The effect on imprinting of local injection of the N-methyl-{d}-aspartate (NMDA) receptor blocker {d}-amino-5-phosphonopentanoic acid ({d}-AP5) into the left IMHV was studied in chicks in which the right IMHV had been lesioned. The left IMHV is essential for imprinting when chicks have been lesioned in this way. Injection of ～0.7 nmol {d}-AP5 into the left IMHV significantly impaired imprinting. Injection of ～0.2 nmol {d}-AP5 into the left IMHV, or of ～0.7 nmol {d}-AP5 into the left hyperstriatum accessorium, was without significant effect on imprinting. These results suggest that NMDA receptors in the left IMHV may play an important part in this learning process. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of the stimulus in Rorschach responses.

"It is apparent, from the studies reviewed, that the definition of Rorschach stimulus effects is more a task for the future than an accomplishment of the past. In fact, empirical concern with this question appears to have been something of an afterthought with users of the technique. Variation in the stimulus, in order to define an independent variable, has been such a standard procedure in psychological research that it is surprising to find it being applied only during very recent years to an analysis of the Rorschach. Other methods, as indicated, have contributed to the clarification of this problem, but they have not, as yet, gone very deeply." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Analysis of the role of associative inhibition in perceptual learning by means of the same-different task.

In Experiment 1a, participants were exposed, over a series of trials, to separate presentations of 2 similar checkerboard stimuli, AX and BX (where X represents a common background). In one group, AX and BX were presented on alternating trials (intermixed), in another, they were presented in separate blocks of trials (blocked). The intermixed group performed to a higher standard than the blocked group on a same-different test. A superiority of intermixed over blocked exposure was also evident in a within-subject design (Experiment 1b) and when the test required discrimination between a preexposed stimulus and the background (e.g., AX vs. X), even if the background changed between preexposure and test (AY vs. Y) (Experiment 2). In Experiment 3, the intermixed/blocked effect was observed when, in preexposure, stimulus presentations were alternated with the background alone (e.g., AX/X). This suggests that the perceptual learning effect is not the consequence of inhibitory associations between unique features but to increased salience of those features. Experiment 4 confirmed this finding and also ruled out an account of the effect in terms of trial spacing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The comparison of visual working memory representations with perceptual inputs.

The human visual system can notice differences between memories of previous visual inputs and perceptions of new visual inputs, but the comparison process that detects these differences has not been well characterized. In this study, the authors tested the hypothesis that differences between the memory of a stimulus array and the perception of a new array are detected in a manner that is analogous to the detection of simple features in visual search tasks. That is, just as the presence of a task-relevant feature in visual search can be detected in parallel, triggering a rapid shift of attention to the object containing the feature, the presence of a memory–percept difference along a task-relevant dimension can be detected in parallel, triggering a rapid shift of attention to the changed object. Supporting evidence was obtained in a series of experiments in which manual reaction times, saccadic reaction times, and event-related potential latencies were examined. However, these experiments also showed that a slow, limited-capacity process must occur before the observer can make a manual change detection response. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of perceptual load in negative priming.

Negative priming (NP) effects from irrelevant distractors were assessed as a function of perceptual load in the processing of prime targets. Participants searched for a target letter among a varying number of nontarget letters in the center of the display and ignored an irrelevant peripheral distractor. NP from this distractor was found to depend on the relevant search set size, decreasing as this set size was increased. The authors conclude that exhausting attention in relevant processing reduces irrelevant processing (e.g., N. Lavie, 1995), leaving less distractor processing to produce NP. This conclusion is consistent with recent reactive inhibition views for NP (e.g., G. Houghton, S. P. Tipper, B. Weaver, & D. I. Shore, 1996). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of temporal cortical areas in perceptual organization

The visual areas of the temporal lobe of the primate are thought to be essential for the representation of visual objects. To examine the role of these areas in the visual awareness of a stimulus, we recorded the activity of single neurons in monkeys trained to report their percepts when viewing ambiguous stimuli. Visual ambiguity was induced by presenting incongruent images to the two eyes, a stimulation condition known to instigate binocular rivalry, during which one image is seen at a given time while the other is perceptually suppressed. Previous recordings in areas V1, V2, V4, and MT of monkeys experiencing binocular rivalry showed that only a small proportion of striate and early extrastriate neurons discharge exclusively when the driving stimulus is seen. In contrast, the activity of almost all neurons in the inferior temporal cortex and the visual areas of the cortex of superior temporal sulcus was found to be contingent upon the perceptual dominance of an effective visual stimulus. These areas thus appear to represent a stage of processing beyond the resolution of ambiguities--and thus beyond the processes of perceptual grouping and image segmentation--where neural activity reflects the brain's internal view of objects, rather than the effects of the retinal stimulus on cells encoding simple visual features or shape primitives.     

The role of perceptual and structural similarity in cross-adaptation

Cross-adaptation, the decrease in sensitivity to one odorant following exposure to a different odorant, is affected by odorant similarity, both perceptual and structural, but the precise relationship is obscure. The present series of studies was designed to explore various aspects of perceptual and structural similarity as they relate to cross-adaptation. In Experiment 1, cross-adaptation was assessed between androstenone and five odorants that share a common urinous note with androstenone, but retain unique perceptual characteristics; only the compound judged most perceptually similar to androstenone cross-adapted it. In Experiment 2, odorants both perceptually and structurally similar (androstenone and androstanone) displayed significant, mutual cross-adaptation. Furthermore, magnitude estimates for androstanone were significantly reduced following exposure to 3-methylidene-5 alpha-androstane (3M5A), a structurally similar, perceptually odorless compound. This finding appears to be the first demonstration that an odorless compound can affect, via cross-adaptation, the perception of an odorous compound. Finally, in Experiment 3, significant, asymmetric cross-adaptation was observed between compounds that are perceptually and structurally dissimilar (4-cyclohexylcyclohexanone [4-CHCH] and androstenone). These findings indicate that the role of similarity in cross-adaptation is difficult to quantify and emphasize the numerous odorant characteristics that can affect cross-adaptation.     

The role of perceptual load in object recognition.

Predictions from perceptual load theory (Lavie, 1995, 2005) regarding object recognition across the same or different viewpoints were tested. Results showed that high perceptual load reduces distracter recognition levels despite always presenting distracter objects from the same view. They also showed that the levels of distracter recognition were unaffected by a change in the distracter object view under conditions of low perceptual load. These results were found both with repetition priming measures of distracter recognition and with performance on a surprise recognition memory test. The results support load theory proposals that distracter recognition critically depends on the level of perceptual load. The implications for the role of attention in object recognition theories are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Lexical effects on phonetic categorization: The role of stimulus naturalness and stimulus quality.

A series of experiments was conducted to determine whether the effects of lexical status on phonetic categorization were influenced by stimulus naturalness (replicating M. W. Burton, S. R. Baum, and S. E. Blumstein, 1989, who manipulated the intrinsic properties of the stimuli) and by stimulus quality (presenting the stimuli in white noise). The experiments compared continua varying in voice onset time (VOT) only to continua covarying VOT and amplitude of the burst and aspiration noise in no-noise and noise conditions. Results overall showed that the emergence of a lexical effect was influenced by stimulus quality but not by stimulus naturalness. Contrary to previous findings, significant lexical effects failed to emerge in the slower reaction time (RT) ranges. These results suggest that stimulus quality contributes to lexical effects on phonetic categorization, whereas stimulus naturalness does not. (PsycINFO Database Record (c) 2010 APA, all rights reserved)