Showing papers on "Perceptual learning published in 1985"

Autobiographical memory and perceptual learning: A developmental study using picture recognition, naming latency, and perceptual identification

Abstract: In this paper, we report four experiments aimed at extending the distinction between recognition memory and perceptual memory introduced by Jacoby and Dallas (1981). In Experiment 1, we show that dissociation of the two types of memory can be demonstrated with pictures as stimuli and with naming latency and recognition scores as responses. The depth-of-processing manipulation affects recognition but not naming, whereas both are influenced by prior exposure. Experiment 2 is a replication of the naming procedure, with a smaller set of stimuli and instructions emphasizing speed. Experiments 3 and 4 extend the paradigm to include children from 5 to 10 years old. Experiment 3 demonstrates the usual effect of depth of processing on recognition, but, in contrast to the adult data of Experiment 1, there is an analogous effect upon subsequent naming latencies. Examination of the data suggests this may be a spurious result. If not, it means either that the two memory types are not independent in children or that the “deep” subjects were implicitly naming during encoding. In Experiment 4, we test perceptual memory directly, replacing naming latency with tachistoscopic recognition. This results only in an effect of prior exposure, and not depth of processing. The results support the idea that perceptual memory is distinguishable from recognition memory, and that it is developmentally stable.

Perceptual learning in frequency discrimination

Abstract: This study was concerned with the effects of training on the frequency discrimination ability of human listeners. Frequency discrimination at 200 Hz was tested before and after training. Four groups of listeners received training in four different frequency regions, 200, 360, 2500, and 6000 Hz. It was found that training at 200, 360, and 2500 Hz all provided comparable improvement in discrimination performance at 200 Hz whereas training at 6000 Hz provided less improvement. This result is consistent with the idea that frequency discrimination and pitch perception are mediated by different processes at high (>5000 Hz) and low (<5000 Hz) frequencies.

The role of developmental limitations of sensory input on sensory/perceptual organization.

Abstract: The human infant is born with limited sensory capacities. Such limitations are characteristic of early stages of development of all mammals. These limitations have been conceptualized as equivalent to sensory deprivation, and it has frequently been assumed that compensatory stimulation would therefore be advantageous. It is our contention that, during normal development, limitations provide an organizational framework which enhances perceptual development, and that providing additional stimulation to prematurely born infants may, in fact, be harmful. In addition to reviewing the literature on this issue, we present the results of several studies in which the effect of surgically opening the eyes of rat pups prior to the age of normal eye opening was examined. These studies found alterations in the patterns of homing consequent upon the early availability of visual input. Pups whose eyes were opened early failed to exhibit the transitions in behavior normally found to occur around the time of eye opening. Furthermore, the pups failed to respond differentially to olfactory stimuli which littermate controls successfully discriminated.

Perception and Driving: Theory and Practice:

Abstract: This paper investigates the contribution of efficient perceptual skills to safe driving behaviour. A perceptual battery is used as part of a comprehensive driving ability assessment at Banstead Place Mobility Centre. The test results of stroke victims are considered in relation to later driving performance.

Learned Stimulation in Space and Motion Perception

Abstract: In the perception of distance, depth, and visual motion, a single property is often repre- sented by two or more stimuli. Two instances of such redundant stimulation are discussed. (a) the various stimuli that represent visual motion and (b) the two forms of stimulation by which binocular parallax evokes stereoscopic depth perception. In the case of visual motion, simultaneous operation of redundant stimulation has unexpected consequences and raises interesting problems. Experiments are briefly de- scribed that suggest that some redundant stimuli owe their existence to learning. Evidence is reviewed that shows that binocular parallax causes stereoscopic depth by means of two different perceptual processes. During the last 30 years evidence that space percep- tion can be rapidly altered by perceptual learning has been accumulating. Adaptation to displaced visual direction involves, under certain conditions, a visual change, and there are other ways in which the relation between the position of the eyes and perceived visual direction can be altered. When subjects turn their heads from side to side while they observe a visual environment that moves left and right dependent on those head movements, an adaptation develops within minutes. It involves changes in the evaluation of eye movements that compensate for head movements and in the evalua- tion of eye positions as measured by pointing tests (Wallach & Bacon, 1977). In stereoscopic depth perception, the relation between retinal disparity and the extent of perceived depth can be rapidly changed. In such experiments, tridimensional shapes are viewed through a mirror arrangement that enhances the disparities with which their depth is given so that they are perceived with greater than normal depth. When these shapes are rotated, information about their true depth is pro- vided, which disagrees with the enhanced stereoscopic depth that the mirror arrangement causes. Exposure to this conflict between two different kinds of stim- ulation that both represented the depth of the same object resulted in adaptation; stereoscopic depth perception was temporarily altered so that it partly compensated for the enhanced depth that the mirror

Differences in the perceptual skills development of young myopes and hyperopes.

Abstract: The purpose of this study was to compare the visual perceptual skills of young myopes and hyperopes. The case records of over 700 young University of Houston College of Optometry clinic patients revealed significant differences between the two groups (p less than 0.001), suggesting that myopes are, indeed, more analytical than hyperopes. Comparisons are also made with emmetropes. Implications of these data are discussed.

Perceptual Theory and Sensory Substitution

Abstract: The aim of this paper is to discuss some of the problems of developing perceptual aids taking travel aids for the visually handicapped as an example. Starting with J.J. Gibson’s theoretical account of the information needed for locomotion, an analysis is made of the information made available by different kinds of travel aids. It is demonstrated that the amount of information is far from that available visually. The research needed concerns both what information is necessary and sufficient for locomotion and the optimum forms of this information in the substituting perceptual systems. In the former case it would be especially valuable to understand better how vision guides locomotion; in the latter case, to know more about the possibility of using natural ways of functioning of the alternative senses. It is argued that it would be a good strategy to devote more attention to basic problems of this kind.

A Perceptual Learning Approach to Skill Transfer for Manual Control.

Abstract: : This paper reviews theoretical concepts that might guide the usage of simulators for teaching manual control skills, and examine how well these concepts account for data obtained from a variety of transfer-of-training studies. Similarity and task simplification have been the most popular concepts used to explain transfer, but they fail to account for a considerable amount of data. Perceptual learning is proposed as a dominant process underlying the acquisition of manual control skill. The differentiation theory of perceptual learning presented by Gibson (1969) is shown to provide a consistent explanation for much transfer-of-training data that have hitherto been difficult to rationalize. Implications the use of simulators for teaching manual control are considered. Transfer refers to effects on performance with an operational system of prior practice on a training device. Additional keywords: Motor skill theory; Motor learning; Flight training.

Acquiring language through total communication

Abstract: Total communication provides an opportunity for very young children to receive training through both visual and auditory systems. Most children with severe hearing loss have auditory discrimination/perceptual problems in addition to a loss of hearing sensitivity. Because sophisticated assessment of auditory perceptual problems is not yet possible in hearing impaired infants, total communication provides immediate and consistent language input regardless of eventual determination of auditory perceptual skills. An illustration of a total communication program is provided.

Tactile perceptual task and field dependence-independence.

Abstract: Differential performance with both hands by 60 normal field-dependent or field-independent subjects who were solving Nebes' test, was assessed. No difference was found between hands, but a significant difference was noted for speed of performance between field-dependent and field-independent subjects.

Cultural characteristics of learning and perceptual skills of Southeast Alaskan native 5-year-olds

Abstract: This Thesis is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. For more information, please contact pdxscholar@pdx.edu. Recommended Citation Turkon, Thomas J., "Cultural characteristics of learning and perceptual skills of Southeast Alaskan native 5-year-olds" (1985). Dissertations and Theses. Paper 3526.

Auditory Perceptual Skills and Reading: A Rejoinder to Gersten and Carnine about What Kavale Did:

Abstract: In the January/February 1984 issue of Remedial and Special Education, Gersten and Carnine offered a response to Kavale's (1981) meta-analysis assessing the relationship between auditory perceptual skills and reading The present rejoinder demonstrates that the data were neither misinterpreted nor overinterpreted, and that Gersten and Carnine failed to portray accurately the primary purpose of the meta-analysis, which was to assess the usefulness of auditory perceptual variables in predicting reading ability It is concluded here that no convincing contrary evidence was provided and that the earlier findings suggesting auditory perceptual skills to be important correlates of reading achievement remain valid

Comparing Achievement, Ability, with Visual Memory and Visual Association.

Abstract: The purpose of this study was to examine the relationship of achievement in reading, spelling and arithmetic with a variety of other measures, particularly tests of visual memory and visualIOOtor association. Eighty-seven boys and girls who were learning disabled and who were enrolled in grades two through six in a large urban school system participated in the study. All subjects were individually administered the following tests: Schonell's Graded Word Reading and Word Spelling Test, Form A; the MonroeSherman Arithmetic Computation Test, the Wechsler Intelligence Scale for Children-Revised; the Basic Visual-Motor Association Test; and the visual-memory subtest of Visual Perceptual Skills. Results revealed that reading achievement is significantly and highly related to visual memory and moderately to all other measures (e.g., WISC-R Verbal, Performance, Full Scale I.Q. and coding). Moderate correlations were observed between reading achievement and visual memory. Spelling achievement was significantly correlated with visual association but only moderate correlations were observed between spelling and the remaining criterion variables. Arithmetic achievement was significantly but moderately related to visual association. No significant correlations were noted between arithmetic computations and the remaining variables. To sum up, the findings reported suggest that visual association is more closely related to achievement in reading, spelling and arithmetic than is visual memory. Introduction It is often difficult, if not impossible, to accurately determine the relationship between achievement in school related tasks and variables which ostensibly reflect processes underlying achievement. Nevertheless, studies which attempt to demonstrate such relationships are important in that they provide the basis for elucidating some of the important features underlying the role that melOOry and perception play in achievement in reading, spelling and arithmetic. Perception can be seen as the process of extracting information from stimulation emanating from the objects, places and events 88-rh in the world around us. Processes involved in perceptual learning include abstraction of relations, ignoring irrelevant information, adaptive use of peripheral sense-organ adjustments, and reinforcement by discovery of structure and reduction of uncertainty (Gibson .'lnd Lc:vin. 107'). p. 4')). It has often been asserted that inadequate perceptual-motor coordination is one of the factors that prevents children from learning to read successfully. However, the relationship between lack of achievement in reading and poor perceptual-motor coordination has not been established (Nielsen and Ringe, 1969). Memory, on the other hand, can be characterized in terms of three components: encoding, storage and retrieval. In the case of visual memory, and indi vidual must: (1 ) properly at tend to and interpret the visual event; (2) store (or hold) effectively what he has encoded; and (3) be able to identify what has been originally encoded when that item or design is presented, or be able to gain access to what has been stored previously. The purpose of this study was to examine the relationship of achievement in reading, spelling and arithmetic with a variety of other measures, including tests of visual memory and visualmotor association. Method Eighty-seven boys and girls enrolled in grades two through six in a large metropolitan school system and who were referred to the school psychologist for assessment participated in the study. Ninety percent of the subjects in the study were experiencing problems in learning, with the remaining ten percent made up of referrals on the basis of emotional and behavioral problems. Sixty-fi ve percent of the subjects were boys. All subjects were indi vidually administered Schonell' s Graded Word Reading Test, Form A, and Schonell' s Graded Word Spelling Test, Form A ( Schonell, 1942-55). In addition, all subjects were given the Monroe-Sherman Arithmetic Computation Test (1966), the Wechsler Intelligence Scale for Children--Revised 1974, the Basic Visual-Motor Association Test (1982), and the visual-memory subtest of the Test of Visual Perceptual Skills. Schonell 's Graded Word Reading Test and Graded Word Spelling Test, along with the Monroe-Sherman Arithmetic Computation Test, are corrmonly known as tests of achievement used to measure reading, spelling, and arithmetic ability respectively. The Wechsler Intelligence Scale for Children-Revised is the most widely used standardized test of intelligence for children and youth aged six through sixteen years. This individual test of intelligence is used to measure verbal and performance abilities. The Basic Visual-Motor Association test is a non-verbal visual association test which measures: (1) recall of visual symbols; (2) visual-association skills; (3) visual sequencing ability; (4) visual motor ability; (5) visual integrative ability, and (6) symbol integration. Form A has sixty upper case or capital rh-89 letters while Form B has sixty lower case or srrall letters. Both forms incorporate the same 10 stimulus symbols associated with the first ten latters of the alphabet. The testee is required to associate the appropriate symbol with the correct letter under specific time constraints. The tests of visual-perceptual skills are non-verbal visual memory tests which measure: (1) visual discrimination; (2) visual memory; (3) visual spatial relationships; (4) visual form constancy ( 5) visual sequential memory; (6) visual figure-ground relationships; and (7) visual closure. The visual memory subtest, of the tests of visual perceptual skills requires the testee to identify a geometric desigh whi ch was previously presented independently from a group of figures comprised of four unlike designs of varying degrees of similarity. Results Table 1 (following paee) presents the means and standard deviations of six criterion measures. Pearsonian correlations and siEJlificance associated with the means for the total group of subjects, males and females, on the six criterion measures are presented in Tables 2, 3, and 4 respectively. The results show that reading achievement is significantly and highly related to visual association as measured by the Basic Visual-Association Test (Form A; r.70; Form B; r~ .73), moderately to the WISG--R Verbal LQ. (r=.46); Perform3.:l1ce LQ. (r= .39); Full Scale l.Q. (!'= .49), and cOding (!'= .31). Moderate correlations were noted between reading achievement and visual memory as measured by the test of visual perceptual skills (r= .45). Spelling achievement was significantly and highly correlated to visual association (Form A; r= .72; FormB; r~ .74), moderately to WISG--R Verbal I.Q. (r= .46), Performance I.Q.-(r=.46), Full Scale LQ. (r= .51), and codillg (r-~ .35). Moderate correlation was noted with visual memory (!'= .41).Arithmetic achievement was significantly but moderately related to visual association (Form A; r= .37; Form B; r.42), and weakly related to WTSG--R Verbal T-:-Q. (r= .32), Full Scale I.Q. (r= .25), and coding (r= .35). No relationship was noted betweenarithmetic achievement-and visual memory (r= .06>Discussion Results revealing that visual association correlated more hie;hly with reading, spelling and arithmetic achievement suggest that visual association plays at least as important a role as I.Q. and visual memory in the achievement process. There is, however, another way of looking at the differences which exist between the test for visual association and the test for visual memory. The test for visual memory is a test involving visual recognition of symbols whereas the test for visual association entails processes involving both recognition and recall. According to one hypothesis (Crowder, 1976), recognition is basically the same

Neuropsychology of Perception

Abstract: Perceptual science occupies a rather interesting position within the cognate areas of neuropsychology. It is perhaps the only discipline that is, at once, both widely applied in neuropsychology and yet seems to have had no major impact in the way of producing a transfer of constructs and influencing the conceptual basis of neuropsychological assessment. Consider how current constructs from memory research such as “depth of processing” or “episodic memory” have worked their way into neuropsychological analysis. Parallels from perception are hard to find. Given the long history of research and theory construction in perception and, indeed, its central position in the history of psychology, one would expect a tremendously active and very current use of perceptual constructs in neuropsychology. Perhaps one source of perceptual science’s lack of vigorous input into neuropsychology is the immediacy of the content, the apparent face validity of any construct that one uses, at any level of analysis. Consider the example of “visual closure.” People do tend to fill in open forms as the Gestalt law of closure aptly demonstrates. It is not surprising, therefore, that Colarusso and Hammill (1972) examine this “basic” skill as one of five types in their Motor-Free Visual Perception Test. Here the child must choose the correct (closed) form from various figures drawn incompletely with gaps within one or more line elements.

Orienting response and detection of thalamic stimulation: Mechanism of perceptual learning in the cat.

Abstract: Naive cats cannot use thalamic stimulation as a signal to perform a behavioral response when stimulus intensities are too weak to evoke orienting behavior Responses are quickly learned at higher intensities of stimulation, and with continued training, the cats become able to response to the weaker, previously ineffective stimulus This increase in sensitivity is not due to changes in tonic arousal and appears to be relatively specific to the stimulated nucleus The procedures may be useful in exploring the neural mechanisms of perceptual learning

Training the Use of Artificial Spatial Displays

Abstract: There are two major points that we want to stress. One has to do with the relationships both actual and potential between perceptual theory and research on sensory aids. The other has to do with research, particularly the need for carefully constructed empirical studies of issues in the area of sensory aids. The two points are closely connected.

Perceptual classification of information in vowel-consonant syllables.

Abstract: Two experiments are reported which examined whether information specifying consonantidentity was available in brief segments at the offsets of vowel-consonant syllables. The first experiment employed a classification task in which the subjects were required to sort eight synthetic stimuli composed of two stop consonants, /b/ and /d/, in four vowel environments. It was found that the subjects’ responses were best described by a classification strategy based on overall acoustic similarities between the stimuli. It was hypothesized that these acoustic similarities could be predicted by averaging the frequencies of the second and third formants at offset. A perceptual learning task was used in Experiment 2. Although the salience of the acoustic similarities was again evident, the results also indicated that the subjects were able to learn classification schemes based on acoustic-phonetic similarities. Subjects made fewer errors in learning to sort the stimuli by both consonant-identity and vowel-similarity rules in comparison to an arbitrary division when all of the formants were left intact. These data are interpreted as an indication that brief segments of speech contain invariant cues to phonetic identity and that the salience of phonetic classifications increases as the sounds retain more of the information found in speech.

Identification of Preferred Response Modality on Visual Perception and Cognitive Tasks of Basic Enlisted Submarine School Students

Abstract: : This study investigated whether or not two different types of response (oral versus written) on a battery of visual perceptual tasks result in significant differences in performance in submarine school students. Secondly, the study compared their written performance to the performance in a past research investigation with submarine sonar operators using the same battery. The visual perceptual and cognitive tasks included a broad selection of visual perceptual abilities, such a speed of closures, flexibility of closure, spatial orientation perceptual speed, and induction. Several non-perceptual measures were compared with sonar operator's study, including the General Classification Test (GCT), Arithmetic Test, and age. The submarine school students demonstrated similar performance in the two response modalities on all but one of the visual perceptual and cognitive tests. Only the flexibility of closure task, as measured by ETS's Hidden Pattern Test, showed a significant difference in performance: the written response produced a significantly higher level of performance than the oral responses for the students. Also, their performance on several of the visual perceptual and cognitive tasks, as well as on a non- perceptual variable, was significantly different from that of the sonar operators.