Showing papers on "Perceptual learning published in 1977"

Controlled and automatic human information processing: II. Perceptual learning, automatic attending and a general theory.

Abstract: Tested the 2-process theory of detection, search, and attention presented by the current authors (1977) in a series of experiments. The studies (a) demonstrate the qualitative difference between 2 modes of information processing: automatic detection and controlled search; (b) trace the course of the

The performance of children with auditory perceptual disorders on a time-compressed speech discrimination measure

Abstract: A time-compressed version of the PB-K 50 speech discrimination measure was administered to 20 children diagnosed as displaying auditory perceptual disorders. Results indicated that these children performed equally well at both 0 and 30% time compression. Performance decreased significantly at 60% time compression. Comparison of the results with normative data indicated that performance of the two groups of children was similar at the 30% time compression condition but that children with auditory perceptual disorders performed poorer at both 0 and 60% time compression. The results were discussed relative to short-term memory abilities.

Tactile-perceptual functioning as a factor in general psychological abilities.

Abstract: This investigation was designed to study the influence of simple sensory perceptual ability (tactile perception) on various human abilities such as language acquisition, visuo-spatial problem solving, concept formation, motor skills, memory, and learning. Children with documented evidence of impaired brain functions (seizure disorder and corresponding EEG abnormality) and children without evidence or suspicion of neurological impairment were examined. The results suggest that tactile perceptual ability exerts a significant effect on the adequacy of a broad range of human abilities. Language: en

Decline in Oral Perception from 20 to 70 Years

Abstract: 120 adults were given a task to determine whether performance on an oral perception task declines with increasing chronological age. Subjects in their 70's performed significantly worse than those in their 60's and younger. This loss of oral perceptual skills is considered relevant to the remediation and training of older individuals with difficulties in speech articulation.

Language Deficits and Cross-Modal Sensory Perception

Abstract: Publisher Summary This chapter discusses language deficits and cross-modal sensory perception. There are two general groups of theories proposed to explain cross-modal effects relevant to perceptual learning. One general group is that of integration theories. The other group emphasizes the unity of the senses. Integration theories use developmental data as evidence and suggest that cross-modal equivalence and transfer are abilities learned as a child develops. The opposite point of view from the integration theories stresses what has been referred to as the unity of the senses. Gibson suggests that cross-modal effects stem from the learning of invariant higher-order information that is amodal or supramodal. It is this supramodal information of a higher order that is responded to with increasing frequency as a child develops. Deficits caused by either left- or right-sided lesions on the simple tasks used here are not modality specific. This is true for both linguistic and nonlinguistic tasks. Moreover, there are no demonstrable differences between left- and right-hemisphere groups on verbal tasks and on those nonverbal tasks that combined temporal and spatial factors. Differences between the left- and right- hemisphere groups can be demonstrated only when the temporal and spatial characteristics of the stimuli are deliberately separated.

Perceptual learning of vowel identity

Abstract: In our recent experiments on vowel perception, subjects appeared able to improve their ability to identify vowels without the aid of training procedures or feedback. Two experiments explored this effect. In experiment I, error rates in the identification of vowels in b‐vowel‐b, vowel‐b, and b‐vowel syllables and isolated vowels were obtained at several points during an extensive test series. Improvement was shown for all syllable types throughout testing and ordinal relationships among them were maintained. In experiment II, a transfer paradigm was used to identify factors accounting for this improvement. Subjects received practice on d‐vowel‐d syllables or on isolated vowels produced by five talkers; practice consisted of a series of identification trails without feedback. An identification test on isolated vowels produced by a different set of talkers was then administered. Practice on both d‐vowel‐d syllables and on isolated vowels produced positive transfer relative to a control group. Also, a lower error rate on the test syllables was obtained after practice on the isolated vowels than was obtained after practice on the d‐vowel‐d syllables. Three factors are implicated in these results: (i) vocal tract normalization (ii) task learning, and (iii) perceptual learning. An interpretation emphasizing perceptual learning is offered. [Supported by NIMH.]

Auditory-Vocal Activation A Tool for Teaching Children with a Specific Language Disability

Abstract: Deficits and strengths in the acquisition of perceptual skills are apparent in the child with specific language disabilities (SLD). We feel that proficiency in receptive and expressive language is based on the attainment and integration of perceptual skills and conceptualizations. Furthermore, reading, writing, and spelling require the ability to comprehend and express language. The individual differences of SLD children must be met by exploring their responses to auditory-vocal stimuli in their acquisition of reading, writing, and spelling. Methods are presented and discussed, followed by a case report of method application.

Crossmodal matching capabilities of pre-school children

Abstract: Twenty, preschool aged suhjects were tested on crossmodal and intramodal matching of shapes in the visual and tactual modalities. Earlier studies had reported poor performance by young subjects and proposed a developmental trend in crossmodal abilities. Confusing task requirements and poor experimental controls were found in those studies. A pup pet show format was utilized for trials imder both simul taneous and successive matching procedures. Visual-visual, visual-tactual, tactual-visual, and tactual-tactual modality combinations were used. Subjects performed the tasks with familiar or unfamiliar objects. All subjects easily per formed the matching tasks although more errors were made in successive matching trials. The tactual-tactual tasks pro duced the most errors and visual-visual tasks the least.