Topic
Perceptual learning
About: Perceptual learning is a research topic. Over the lifetime, 3923 publications have been published within this topic receiving 168939 citations.
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TL;DR: Certain residual learning capacities of H.M., a young man who became amnesic in 1953 following a bilateral removal in the hippocampal zone, are delineated against the background of his continuing profound amnesia, an amnesia that persists in spite of above-average intelligence and superior performance on many perceptual tasks.
1,117 citations
TL;DR: This work reports remarkable long-term learning in a simple texture discrimination task where learning is specific for retinal input and suggests that learning involves experience-dependent changes at a level of the visual system where monocularity and the retinotopic organization of thevisual input are still retained and where different orientations are processed separately.
Abstract: In terms of functional anatomy, where does learning occur when, for a basic visual discrimination task, performance improves with practice (perceptual learning)? We report remarkable long-term learning in a simple texture discrimination task where learning is specific for retinal input. This learning is (i) local (in a retinotopic sense), (ii) orientation specific but asymmetric (it is specific for background but not for target-element orientation), and (iii) strongly monocular (there is little interocular transfer of learning). Our results suggest that learning involves experience-dependent changes at a level of the visual system where monocularity and the retinotopic organization of the visual input are still retained and where different orientations are processed separately. These results can be interpreted in terms of local plasticity induced by retinal input in early visual processing in human adults, presumably at the level of orientation-gradient sensitive cells in primary visual cortex.
1,055 citations
TL;DR: In this paper, the authors present the results of a questionnaire that asked 1,388 ESL students to identify their perceptual learning style preferences and found that NNS learning style preference often differ significantly from those of NSs.
Abstract: Following a review of the literature on learning styles and cognitive styles for both native speakers (NSs) and nonnative speakers (NNSs) of English, this article presents the results of a questionnaire that asked 1,388 students to identify their perceptual learning style preferences. Statistical analyses of the questionnaires indicated that NNS learning style preferences often differ significantly from those of NSs; that ESL students from different language backgrounds sometimes differ from one another in their learning style preferences; that other variables such as sex, length of time in the United States, length of time studying English in the U.S., field of study, level of education, TOEFL score, and age are related to differences in learning styles; and that modifications and extensions of ESL student learning styles may occur with changes in academic environment and experience. During the past decade, educational research has identified a
1,043 citations
TL;DR: A mechanism of perceptual analysis by which infants derive meaning from perceptual activity by way of redescribe perceptual information into image-schematic format, which simplifies perceptual information and makes it potentially accessible for purposes of concept formation and thought.
Abstract: A mechanism of perceptual analysis by which infants derive meaning from perceptual activity is described. Infants use this mechanism to redescribe perceptual information into image-schematic format. Image-schemas create conceptual structure from the spatial structure of objects and their movements, resulting in notions such as animacy, inanimacy, agency, and containment. These earliest meanings are nonpropositional, analogical representations grounded in the perceptual world of the infant. In contrast with most perceptual processing, which is not analyzed in this fashion, redescription into image-schematic format simplifies perceptual information and makes it potentially accessible for purposes of concept formation and thought. In addition to enabling preverbal thought, image-schemas provide a foundation for language acquisition by creating an interface between the continuous processes of perception and the discrete nature of language.
1,003 citations
TL;DR: Performance of a basic visual discrimination task improved after a normal night's sleep, indicating that a process of human memory consolidation, active during sleep, is strongly dependent on REM sleep.
Abstract: Several paradigms of perceptual learning suggest that practice can trigger long-term, experience-dependent changes in the adult visual system of humans. As shown here, performance of a basic visual discrimination task improved after a normal night's sleep. Selective disruption of rapid eye movement (REM) sleep resulted in no performance gain during a comparable sleep interval, although non-REM slow-wave sleep disruption did not affect improvement. On the other hand, deprivation of REM sleep had no detrimental effects on the performance of a similar, but previously learned, task. These results indicate that a process of human memory consolidation, active during sleep, is strongly dependent on REM sleep.
988 citations