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)     

Recency effects as a window to generalization: Separating decisional and perceptual sequential effects in category learning.

Accounts of learning and generalization typically focus on factors related to lasting changes in representation (i.e., long-term memory). The authors present evidence that shorter term effects also play a critical role in determining performance and that these recency effects can be subdivided into perceptual and decisional components. Experimental results based on a probabilistic category structure show that the previous stimulus exerts a contrastive effect on the current percept (perceptual recency) and that responses are biased toward or away from the previous feedback, depending on the similarity between successive stimuli (decisional recency). A method for assessing these recency effects is presented that clarifies open questions regarding stimulus generalization and perceptual contrast effects in categorization and in other domains. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Memory for, and salience of, the unique features of similar stimuli in perceptual learning.

In two experiments, participants received exposure to complex checkerboards (e.g., AX and BX) that consisted of small distinctive features (A and B) superimposed on a larger common background (X). Subsequent discrimination between AX and BX, assessed by a same-different task, was facilitated when the stimuli were presented on alternate trials in preexposure—a perceptual learning effect (Experiment 1). The hypothesis that this form of exposure results in more accurate representations of the unique features was supported in Experiment 1, which showed that participants were well able to match the color of the feature with its shape. Experiment 2 showed that exposure to A and B in isolation, intermixed with presentations of AX and BX, enhanced the perceptual learning effect, which confirmed that the better encoding of the unique features during intermixed preexposure is a direct cause of the enhanced discrimination observed following preexposure on this schedule. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

A possible role of the striatum in linear and nonlinear category learning: Evidence from patients with Hungtington's disease.

Linear and nonlinear categorization rule learning was examined in patients with Huntington's disease (HD) and a group of controls using the perceptual categorization task. Participants learned to categorize simple line stimuli into 1 of 2 categories over 600 trials. In addition to traditional measures of accuracy, quantitative model-based analyses were applied to each participant's data to characterize better the nature of any observed deficits. In the linear rule condition, HD patients displayed an early-training deficit relative to controls, whereas later in training the HD patients were not statistically different from controls. In the nonlinear rule condition, HD patients displayed both an early- and late-training deficit. The quantitative model-based analyses revealed that the HD patients' deficits in the linear condition were due to an impairment in learning the experimenter-defined rule and not in applying a learned rule inconsistently. In the nonlinear condition, in contrast, the HD patients' deficits were due to an impairment in learning the experimenter-defined rule and in applying a learned rule inconsistently. Overall, these results suggest that HD can result in a deficit in learning both linear and nonlinear categorization rules. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prototypes in category learning: The effects of category size, category structure, and stimulus complexity.

Although research in categorization has sometimes been motivated by prototype theory, recent studies have favored exemplar theory. However, some of these studies focused on small, poorly differentiated categories composed of simple, 4-dimensional stimuli. Some analyzed the aggregate data of entire groups. Some compared powerful multiplicative exemplar models to less powerful additive prototype models. Here, comparable prototype and exemplar models were fit to individual-participant data in 4 experiments that sampled category sets varying in size, level of category structure, and stimulus complexity (dimensionality). The prototype model always fit the observed data better than the exemplar model did. Prototype-based processes seemed especially relevant when participants learned categories that were larger or contained more complex stimuli. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Category Learning in Rhesus Monkeys: A Study of the Shepard, Hovland, and Jenkins (1961) Tasks.

In influential research, R. N. Shepard, C. I. Hovland, and H. M. Jenkins (1961) surveyed humans' categorization abilities using tasks based in rules, exclusive-or (XOR) relations, and exemplar memorization. Humans' performance was poorly predicted by cue-conditioning or stimulus-generalization theories, causing Shepard et al. to describe it in terms of hypothesis selection and rule application that were possibly supported by verbal mediation. The authors of the current article surveyed monkeys' categorization abilities similarly. Monkeys, like humans, found category tasks with a single relevant dimension the easiest and perceptually chaotic tasks requiring exemplar memorization the most difficult. Monkeys, unlike humans, found tasks based in XOR relations very difficult. The authors discuss the character and basis of the species difference in categorization and consider whether monkeys are the generalization-based cognitive system that humans are not. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Role of Bottom-Up Processing in Perceptual Categorization by 3- to 4-Month-Old Infants: Simulations and Data.

Disentangling bottom-up and top-down processing in adult category learning is notoriously difficult. Studying category learning in infancy provides a simple way of exploring category learning while minimizing the contribution of top-down information. Three- to 4-month-old infants presented with cat or dog images will form a perceptual category representation for cat that excludes dogs and for dog that includes cats. The authors argue that an inclusion relationship in the distribution of features in the images explains the asymmetry. Using computational modeling and behavioral testing, the authors show that the asymmetry can be reversed or removed by using stimulus images that reverse or remove the inclusion relationship. The findings suggest that categorization of nonhuman animal images by young infants is essentially a bottom-up process. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Mind and performance: a comparative study of learning in mammals, birds, and reptiles.

Reviews "Mind and performance: a comparative study of learning in mammals, birds, and reptiles," by Harold K. Fink (see record 1955-00447-000). One of the objectives of comparative psychology, as its name implies, is to compare the sensory and motor abilities of animals to those of man. Yet surprisingly few investigators have devoted themselves seriously to this problem. The present monograph describes a five-year research which examines the learning ability of seven species of mammals including man, chickens, and turtles and tortoises. In terms of the number of different species studied it is the most comprehensive of any of the truly comparative investigations of animal behavior. Learning efficiency is measured with a device called the "Arrow Maze," which is a kind of cross between the more orthodox type of maze and a four-way multiple-choice box. The book is well and simply written in language which can be understood by the intelligent layman and is at the same time acceptable to the technically trained psychologist. It is a comprehensive and significant contribution and will make an important addition to the literature of the field. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Bilingualism, multiculturalism, and second language learning: The McGill conference in honour of Wallace E. Lambert.

Reviews the book, Bilingualism, multiculturalism, and second language learning: The McGill conference in honour of Wallace E. Lambert edited by Allan G. Reynolds (see record 1991-97762-000). Wallace Lambert has been a major figure in Canadian psychology since the mid-1950s. In a publishing career that has spanned almost 40 years, his work has influenced almost every aspect of the psychology of language, in particular the psychology of bilingualism and second language acquisition. This volume offers a fascinating and highly readable retrospect and update on the research and theoretical work of Lambert and his doctoral students, most of whom have also become leaders in their respective fields of psychological inquiry. This is a truly remarkable book. Unlike many edited volumes, all the chapters relate together coherently, and collectively they present a vivid picture of the evolution and current status of the mainstream of Canadian psychological research on bilingualism and cultural diversity. It would make an excellent graduate text in the area of social psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Disconnect in concept learning by rhesus monkeys (Macaca mulatta): Judgment of relations and relations-between-relations.

The authors investigated the role that entropy measures, discriminative cues, and symbolic knowledge play for rhesus monkeys (Macaca mulatta) in the acquisition of the concepts of same and different for use in a computerized relational matching-to-sample task. After repeatedly failing to perceive relations between pairs of stimuli in a 2-choice discrimination paradigm, monkeys rapidly learned to discriminate between 8-element arrays. Subsequent tests with smaller arrays, however, suggested that, although important for the initial acquisition of the concept, entropy is not a variable on which monkeys are dependent. Not only do monkeys choose a corresponding relational pair in the presence of a cue, but they also choose the cue itself in the presence of the relational pair--in essence, labeling those relations. Subsequent failure in the judgment of relations-between-relations, however, suggests that perhaps a qualitatively different cognitive component exists that prevents monkeys from behaving analogically. (PsycINFO Database Record (c) 2010 APA, all rights reserved)