For more than a century, the process of stabilization has been a central issue in the research of learning and memory. Namely, after a skill or memory is acquired, it must be consolidated before it becomes resistant to disruption by subsequent learning. Although it is clear that there are many cases in which learning can be disrupted, it is unclear when learning something new disrupts what has already been learned. Herein, we provide two answers to this question with the demonstration that perceptual learning of a visual stimulus disrupts or interferes with the consolidation of a previously learned visual stimulus. In this study, we trained subjects on two different hyperacuity tasks and determined whether learning of the second task disrupted that of the first. We first show that disruption of learning occurs between visual stimuli presented at the same orientation in the same retinotopic location but not for the same stimuli presented at retinotopically disparate locations or different orientations at the same location. Second, we show that disruption from stimuli in the same retinotopic location is ameliorated if the subjects wait for 1 h before training on the second task. These results indicate that disruption, at least in visual learning, is specific to features of the tasks and that a temporal delay of 1 h can stabilize visual learning. This research shows that visual learning is susceptible to disruption and elucidates the processes by which the brain can consolidate learning and thus protect what is learned from being overwritten.iving organisms are constantly learning new skills and improving their abilities. When does the learning of something new disrupt that which has already been learned? For more than a century, the process of stabilization has been a central issue in the research of learning and memory (1, 2). Namely, after a skill or memory is acquired, it must undergo a period of consolidation before it becomes resistant to disruption by subsequent learning of a similar task (3). Although it is clear that there are many cases in which learning can be disrupted, the process of disruption and its specificity are unclear.Disruption of learning has been best detailed in studies of motor learning. These studies show that skill acquisition from a task (A) is disrupted or interfered with by subsequent practice of a second task (B). For instance, subjects in a hand-reaching task can learn to adapt to a force field, which alters their movements. This learning persists on subsequent days of testing. If subjects first adapt to force field A and then adapt to force field B, they no longer show improvements for force field A when tested on the following day (3-6). Similar disruption has been found in tasks of visual-motor sequence learning (7). Disruption has also been found in visual-motor reaching tasks, but only between tasks involving similar visual-motor transformations (8). Some motor studies show that the disruption of A does not occur if there is a waiting period of a few hours before the training o...

The effects of attentional modulation on activity within the human visual cortex were investigated using magnetoencephalography. Chromatic sinusoidal stimuli were used to evoke activity from the occipital cortex, with attention directed either toward or away from the stimulus using a bar-orientation judgment task. For five observers, global magnetic field power was plotted as a function of time from stimulus onset. The major peak of each function occurred at about 120 ms latency and was well modeled by a current dipole near the calcarine sulcus. Independent component analysis (ICA) on the non-averaged data for each observer also revealed one component of calcarine origin, the location of which matched that of the dipolar source determined from the averaged data. For two observers, ICA revealed a second component near the parieto-occipital sulcus. Although no effects of attention were evident using standard averaging procedures, time-varying spectral analyses of single trials revealed that the main effect of attention was to alter the level of oscillatory activity. Most notably, a sustained increase in alpha-band (7-12 Hz) activity of both calcarine and parieto-occipital origin was evident. In addition, calcarine activity in the range of 13-21 Hz was enhanced, while calcarine activity in the range of 5-6 Hz was reduced. Our results are consistent with the hypothesis that attentional modulation affects neural processing within the calcarine and parieto-occipital cortex by altering the amplitude of alpha-band activity and other natural brain rhythms.

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Behavioural studies on normal and brain-damaged individuals provide convincing evidence that the perception of objects results in the generation of both visual and motor signals in the brain, irrespective of whether or not there is an intention to act upon the object. In this paper we sought to determine the basis of the motor signals generated by visual objects. By examining how the properties of an object affect an observer's reaction time for judging its orientation, we provide evidence to indicate that directed visual attention is responsible for the automatic generation of motor signals associated with the spatial characteristics of perceived objects.