Showing papers on "Perceptual learning published in 1983"
TL;DR: An approach to the relationships between conscious perception and nonconscious perceptual processes is outlined, which is the rejection of the assumption that phenomenal experience is identical to or is a direct reflection of representations yielded by perceptual processes.
849 citations
TL;DR: It is shown that the ability to select target stimuli by affect can occur undiminished over a delay of 1 week between study and test and can serve as the basis for stimulus discrimination in the absence of recognition at the time of test.
Abstract: This study found that repeated exposure to briefly presented stimuli increased positive affect through familiarity without enhancing recognition of the stimuli. Following exposure, subjects selected previously shown target stimuli on the basis of affect in the absence of stimulus recognition. Interpreted in terms of the manner in which information can be accessed in long-term storage, this study extends earlier research by showing that the ability to select target stimuli by affect can occur undiminished over a delay of 1 week between study and test. Repeated processing during study can produce a form of perceptual learning, called perceptual fluency, that can serve as the basis for stimulus discrimination in the absence of recognition at the time of test. The present results of familiar, but unrecognized, stimuli are analogous to the memory phenomenon of deja vu.
133 citations
TL;DR: It is shown that crossover points between perceptual categories are invariant with age and that a significant sharpening of color category boundaries occurs in early childhood, after which category boundary width remains stable throughout the balance of the life span.
Abstract: This experiment investigated developmental refinements in color categorization. Young children, young adults, and the elderly identified colors from the blue to green and from the green to yellow parts of the wavelength spectrum. Color-naming functions were derived for each observer, and crossover points and boundary widths between color categories were determined to measure classificatory consistency and perspicacity across age. The main results showed: (1) that crossover points between perceptual categories are invariant with age and (2) that a significant sharpening of color category boundaries occurs in early childhood, after which category boundary width remains stable throughout the balance of the life span. Perceptual development in color of this kind parallels development in speech perception and is considered in the context of other similarities of perceiving categorically in the two modalities. The findings are also discussed in terms of prominent theories of perceptual learning and development.
40 citations
TL;DR: The authors surveyed the literature of behavioural and perceptual geography and concluded that "a large and fast-growing literature is taken by some to indicate a thriving area of study, the accompanying conceptual wrangles and epistemological controversies can be interpreted by others as showing a field of inquiry at a critical stage in its development".
Abstract: Over the past three years, Saarinen and his associates (Saarinen and Sell, 1980; 1981; Saarinen et al., 1982) have ably surveyed the literature of behavioural and perceptual geography. Their reviews, taken together with those of other commentators (e.g. Downs and Meyer, 1978; Bunting and Guelke, 1979; Cox and Golledge, 1981; Thrift, 1981) effectively chart the course and major foci of recent research, but differ markedly in their assessments. While a large and fast-growing literature is taken by some to indicate a thriving area of study, the accompanying conceptual wrangles and epistemological controversies can be interpreted by others as showing a field of inquiry at a critical stage in its development.
21 citations
TL;DR: The possibility that differences between dysphasic and normal children on the Repetition Task may result from differences in perceptual learning is suggested.
Abstract: The hypothesis that the Repetition Task partially reflects the listener's level of perceptual learning was tested in this study. Specifically, it was predicted from data on auditory temporal proces...
20 citations
TL;DR: This article found that for children even at age six years, F0 is not a factor in judging the voicing of the prevocalic stops /g/ and /k/ in English.
20 citations
01 Aug 1983
TL;DR: In this article, the relationship between students' relative ability in visual-spatial tasks as well as their verbal and numerical skills to their performance in an introductory college chemistry course was investigated.
Abstract: ABSTRACT The relationship between students' relative ability in visual-spatial tasks as well as their verbal and numerical 'skills to their performance in an introductory college chemistry course was investigated. For 700 subjects, verbal and mathematics Scholastic Aptitude Test scores (SAT-V) and (SAT-M) and the following four perceptual tests were assessed: a shortened version of the Purdue Visualization of Rotations Test (ROT), the Find-A-Shape-Puzzle (FASP), an embedded figures test (EMBF) that part of a motion picture test, and a successive figures test (SUCF) that is also part of a motion picture test. In addition, chemistry achievement subscores were calculated from regularly administered chemistry course examinations. Results indicated a fair amount of colinearity among math scores and the tests of visualization. Males did significantly better than females on the SAT-M, the ROT test, the FASP test, three chemistry achievement subscores, and the total chemistry score. A comparison of students with low and high visualization scores revealed significant differences among females on all chemistry achievement measures and on the SAT scores. The findings suggest that visualization skills play a role in chemistry achievement and that visualization skills may be more important in this context for women than for men. (SW)
6 citations
01 Jan 1983
TL;DR: In this paper, it was shown that perceptual learning underlying reading may have still some distinctive characteristics, and that what is learned varies with the procedures and the symbols that mediate the learning.
Abstract: Some investigators factor all learning into two kinds - procedural and declarative - but claim that the two are equivalent, for both are said to be expressible propositionally (Anderson, 1976). On this view, what is learned can be separated from the means by which information is acquired - content distinguished from symbol. Other investigators have devised more elaborate typologies of learning (Howard, 1980). In my own work I have proposed that the how and the what of learning are not usefully separated, but that what is learned varies with the procedures and the symbols that mediate the learning (Kolers, 1978, 1979). Here I will describe an analysis whose outcome suggests that the perceptual learning underlying reading may have still some more distinctive characteristics.
TL;DR: The authors used resistive activities to help children with poor visual attention to a learning task, which results in less than efficient learning, and they found improvements in gross motor coordination, oculomotor control, memory processes, and ultimately more efficient academic learning.
Abstract: Is there any teacher who has not continually had to respond to children who are restless, ever-moving, have difficulty sustaining attention, whose eyes are darting about the room rather than on the teacher, chalkboard, or workbook, and who are easily distracted and lack concentration? Every classroom has its share. Such youngsters have, in short, poor visual attention. Their inability to sustain attention to a learning task results in less than efficient learning. Their needs are such that they are not the result of other possible causal factors. An approach I have successfully used to help these inefficient learners involves resistance; hence the term "resistive activities" is used to describe it. I, as well as others in special education, have noted improvements in gross motor coordination, oculomotor control, memory processes, and ultimately more efficient academic learning. The approach stems from the work of Miriam L. Bender, RPT, PhD, who has successfully used the resistive approach