Showing papers on "Perceptual learning published in 1984"

Task difficulty and the specificity of perceptual learning

Abstract: Practising simple visual tasks leads to a dramatic improvement in performing them. This learning is specific to the stimuli used for training. We show here that the degree of specificity depends on the difficulty of the training conditions. We find that the pattern of specificities maps onto the pattern of receptive field selectivities along the visual pathway. With easy conditions, learning generalizes across orientation and retinal position, matching the spatial generalization of higher visual areas. As task difficulty increases, learning becomes more specific with respect to both orientation and position, matching the fine spatial retinotopy exhibited by lower areas. Consequently, we enjoy the benefits of learning generalization when possible, and of fine grain but specific training when necessary. The dynamics of learning show a corresponding feature. Improvement begins with easy cases (when the subject is allowed long processing times) and only subsequently proceeds to harder cases. This learning cascade implies that easy conditions guide the learning of hard ones. Taken together, the specificity and dynamics suggest that learning proceeds as a countercurrent along the cortical hierarchy. Improvement begins at higher generalizing levels, which, in turn, direct harder-condition learning to the subdomain of their lower-level inputs. As predicted by this reverse hierarchy model, learning can be effective using only difficult trials, but on condition that learning onset has previously been enabled. A single prolonged presentation suffices to initiate learning. We call this single-encounter enabling effect 'eureka'.

Learning to detect auditory pattern components

Abstract: Listeners’ abilities to learn to hear all the details of an initially unfamiliar sequence of ten 45‐ms tones were studied by tracking detection thresholds for each tonal component over a prolonged period of training. After repeated listening to this sequence, the presence or absence of individual tones could be recognized, even though they were attenuated by 40–50 dB relative to the remainder of the pattern. Threshold‐tracking histories suggest that listeners tend to employ two different learning strategies, one of which is considerably more efficient. Special training by reducing stimulus uncertainty and extending the duration of the target component was effective in increasing the rate of threshold improvement. Strategies acquired with the first pattern studied generalized to new sequences of tones. The possible implications of these results for the perceptual learning of speech or other auditory codes are discussed.

Computerized video tasks as training techniques for driving-related perceptual deficits of persons with brain damage: a pilot evaluation

Abstract: This pilot study investigated the modifiability of perceptual deficits by training which consisted of performing microcomputer-generated video tasks These commercially available remedial programs tapped a range of skills, such as right/left discrimination, color matching, visual scanning, judgment of line orientation, visual search, shape discrimination, visual memory, eye tracking, visuomotor coordination, and visual imagery Four subjects with acquired brain damage were given 10 hours of training Perceptual skills were assessed with a battery of seven paper-and-pencil tests administered both before and after the training Following the training two subjects showed some improvement on several of the perceptual tests used, while two other subjects showed improvement on only a limited number of tests Based on these results and on the performance changes on the video tasks themselves, a comprehensive evaluation of the potential benefits of this type of training on driving performance is recommended

Learning Spatial Dimensions with a Visual Sensory Aid: Molyneux Revisited

Abstract: The relationship between sensory aid research and several areas of perceptual learning has been explored with five experiments on learning the use of the Binaural Sensory Aid, an electronic sensor in which pitch specifies distance and interaural amplitude difference (IAD) specifies direction. The training task required reaching to objects in near space, with tactile error feedback. Perceptual learning for both dimensions was demonstrated within 72 trials, giving a level of performance comparable to the use of a natural sound source, although performance with the direction cue did not reach asymptote until a second training session. Training was unaffected by various kinds of regularity in the spatial target sequences, or by a reduction in the number of spatial target locations until only two locations were used; at this point directional accuracy declines. Training only one dimension at a time did not produce additional improvement of performance on that dimension, but did impair generalization of the direction cue. Learning of the pitch-distance dimension was generally better than that of the IAD dimension, possibly because of its greater discriminability with this device. Generally, the pattern of results indicates that in learning to use such devices subjects readily determine the sensory dimensions of the codes and have considerable ability to generalize to new locations.

Perceptual learning with right unilateral versus bilateral electroconvulsive therapy.

Abstract: Perceptual learning was examined with respect to variations in ECT electrode placement (bilateral versus right unilateral) and ECT stimulus waveform (sinusoidal versus brief-pulse). While patients receiving right unilateral ECT demonstrated more perceptual learning than did those receiving bilateral ECT, no difference in perceptual learning resulted from the variation in electrical stimulus waveform. Furthermore, the amount of perceptual learning was unaffected by EEG seizure duration and by the total amount of electrical stimulus energy delivered. The theoretical issue of whether an electrical or a seizure difference between bilateral and right unilateral ECT is responsible for inter-group learning or memory differences is discussed, as well as practical issues related to the choice of electrode placement.

Assessment of dominant perceptual learning styles of older adults

Abstract: A total of 319 adults were individually tested on their perceptual learning style using the Multi‐Modal Paired Associates Learning Test‐Revised (MMPALT‐II). Of the 319 subjects, 240 were 20 through 49 years of age; 79 individuals were over 50 years of age. The age group over 50 years of age had lower mean scores than the younger age group. All t values for six of the seven subtests were significant beyond the .05 level for the younger age group. The Visual modality was the dominant learning style of the older age group, followed by Interactive and Aural. Implications for educational gerontologists and older adult learners in program planning, counseling, and instructing are discussed.

Auditory-Perceptual Skills and Reading A Response to Kavale's Meta-Analysis

Abstract: In a recent meta-analysis, Kavale (1982) reported reliable significant correlations between auditory-perceptual skills and reading achievement, arguing that auditory skills should be taught to learning disabled children. This paper reviews his work, citing several erroneous interpretations made by the author. Kavale fails to report that the mean correlation between perceptual skills and reading achievement is merely .358, consistently weaker than correlations found between math computation scores and reading scores. Furthermore, the one ITPA subtest with the highest correlation is Sound Blending, the only auditory-perceptual skill taught in many reading programs. We conclude that Kavale fails to provide evidence that the teaching of auditory-perceptual skills is useful to learning disabled children … unless the skills are functional reading skills.

Perceptual Learning Styles of Older Adults

Abstract: The concept of personal learning style implies that each individual possesses a unique manner of learning. Knowledge of an individual's best learning style(s) for the acquisition of knowledge or for the accomplish ment of a specific project will assist the learning process. A learningstyle is composed of a series of different modalities that together make up each person's unique style. This article summarizes the results of a research study that investigated the perceptual learning styles of adults of all ages from a variety of occupational groups. Additionally, results of the mean scores of adults below 60 years of age and those over age 60 are discussed.

Functional Method for Assessing Oral Perceptual Skills in Children

Abstract: An alternative method for assessing oral perceptual skills was developed to address some of the practical limitations of the standard form test. The alternate forms and standard NIH Oral Stereognostic Forms were administered to 182 children. Scores resulting from presentation of standard NIH forms and alternate edibles correlated .76. Suggestions for using the alternate forms for routine oral stereognostic testing are presented.

Effects of pleasant and unpleasant verbal stimuli upon perceptual learning in young children.

Abstract: Children who were told pleasant stories about one part of an ambiguous figure were more likely to see that figure when it was paired with a second aspect that had previously been associated with an unpleasant story. The experiment was subsequently repeated using six experimenters, three who had been previously told that the children they tested would perceive the pleasant-associated figure, and three of whom had been told that children would perceive the negative-associated figure. Children tested by both groups of experimenters were more likely to see the positive-associated figure than the negative-associated figure.

Perceptual Development and Physiology

Abstract: This chapter is concemed with the relationship of some simple visual perceptual capacities to the development of specific nervous system components and processes. The paralle1s that have been discovered between sensory experience and nervous system anatomy and physiology yield insights not only into the development of perception but, more basically, into its neural basis. Thus, this brief review is as much about development as about the neural basis of visual experience. Because almost any biological or psychological data related to sensory systems is relevant to the basic theme of this chapter, some limits have been arbitrarily set to permit the development of several specific ideas. Thus, many possibly relevant areas will not be incIuded here: (1) the development of nonvisual perception; (2) the embryological development of the nervous system; (3) the development of language; (4) physiological development not directly related to sensory behavior; and (5) the development of sensory integration. Numerous recent and excellent reviews and symposia are available on some of these subjects. In particular, the following sources are highly recommended: general CNS development (Jacobson, 1978; Reinis & Goldman, 1980; Gottlieb, 1974); the development ofthe nonvisual components ofthe nervous system (Aslin, Alberts, & Petersen, 1981; Gottlieb, 1976); the development of vision (Freeman, 1979; Gottlieb, 1976; Rosinski, 1977; Lund, 1978; Aslin et al., Vol. 2, 1981). These sources represent easily available, integrated sources that provide both background material and an excellent entrance point to the vast experimentalliterature.

Perceptual experience in learning to read

Abstract: A group of 24 children (12 boys and 12 girls) aged 10 yr. was given the Children's Embedded Figures Test and a Reading Ability Test on Comprehension, Accuracy, and Speed. Only the correlation of CEFT and Accuracy scores was statistically significant, while that for CEFT and Comprehension scores fell just short of significance, and that for CEFT and Speed was nonsignificant. Data are discussed in terms of more holistic and more articulated processes in learning to read, respectively, as adopted by more field-dependent and more field-independent subjects.

Perceptual learning from counseling exercises.

Abstract: Processes implied in two aspects of perception are identified as related sources for perceptual learning from counseling exercises. Using these processes as technique is then clarified. Three examples of counseling exercises are given.