Perceptual Learning

Drever, James I.

doi:10.1146/annurev.ps.11.020160.001023

Cited by 10 publications

(4 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The failure to find classical conditioning of perceptual responses during the 1950s was interpreted as indicative of the perceptual system's high degree of sophistication: It was concluded that classical conditioning did not affect perception because simple stimulus-to-response mappings do not give an appropriate description of the perception (51). However, the view that classical conditioning is implemented by a direct mapping from stimuli to responses has since been rejected in favor of the view that learning in classical conditioning represents change in the organism's representation of contingency (52).…”

Section: Discussionmentioning

confidence: 99%

Demonstration of cue recruitment: Change in visual appearance by means of Pavlovian conditioning

Saunders

Stone

et al. 2005

Proc. Natl. Acad. Sci. U.S.A.

100

161

View full text Add to dashboard Cite

show abstract

Section: Discussionmentioning

confidence: 99%

Demonstration of cue recruitment: Change in visual appearance by means of Pavlovian conditioning

Saunders

Stone

et al. 2005

Proc. Natl. Acad. Sci. U.S.A.

100

161

View full text Add to dashboard Cite

show abstract

“…It may be that continued exposure to the stimulus cards and repeated attempts at solution bring about a certain kind of perceptual reorganization or establish a different perceptual set, but at the present stage of our ignorance this is entirely a matter of conjecture. Psychologists in general know little about the mechanism of perceptual learning (Drever, 1960), and the problem of practice effects in cognitive processes is usually not even mentioned (Leeper, 1951), let alone understood.…”

Section: Discussionmentioning

confidence: 99%

The effect of practice on utilization of information from positive and negative instances in concept identification.

Freibergs¹,

Tulving²

1961

Canadian Journal of Psychology / Revue canadienne de psychologi

View full text Add to dashboard Cite

THE CONCEPT IDENTIFICATION EXPERIMENT can be regarded as a communication situation in which the experimenter gives information to a subject about the concept to be identified through a series of messages (Hovland, 1952). A message typically consists of a stimulus figure involving a combination of characteristics. If all the defining characteristics of the concept are included in the stimulus figure, the message represents a positive instance of that concept. If one or more such characteristics are lacking, the message represents a negative instance of the concept. Hovland and Weiss (1953) have conducted a well-known series of experiments on transmission of information through positive and negative instances. They used Hovland's (1952) communication model of concept attainment to calculate the minimum number of positive or negative instances logically required to communicate the concept to the subject.They then compared the performance of subjects working with only positive instances with that of subjects working exclusively with negative instances, always holding constant the amount of information presented to the subjects. They found that, within the time limits they used, a significantly greater percentage of subjects working with positive instances than of subjects working with negative instances were able to identify the concepts correctly. This was true even when the total number of instances presented was equal for both groups and when the memory factor was eliminated. This led the authors to conclude that "while a machine could be constructed which would arrive at the correct concept with equal ease on the basis of the positive or negative instances, the results of the present experiment clearly indicate that the human organism does not operate similarly on a strict probability basis" (Hovland and Weiss, 1953, p. 181). This is a rather broad generalization which has found support by other investigators. Bruner, Goodnow, and Austin, for instance, also state that "subjects seem not as willing or able to use negative informationinstances telling what the concept is not-in the process of attaining a concept" (1956, p. 180). 1This study is based on a thesis submitted by Vaira Freibergs (nee Vikis) to the University of Toronto for the degree of M.A.

show abstract

“…In 1963, Eleanor Gibson (Gibson, 1963) noted that the study of perceptual learning had become a “healthily growing” (p. 50) field, having only three years earlier “acquired the status of an area worthy of separate review” (p. 29, in reference to Drever, 1960). Further, she noted that although perceptual learning must logically be a component of the acquisition of higher-order skills, “[v]ery little applied [sic] research on perceptual skills is to be found in psychological journals” (Gibson, 1963, p. 49).…”

mentioning

confidence: 99%

Perceptual learning produces perceptual objects.

Wenger

Rhoten

2020

Journal of Experimental Psychology: Learning, Memory, and Cogni

View full text Add to dashboard Cite

In their seminal study of chess expertise, Simon and Chase proposed that perceptual learning was a necessary component of skill acquisition. In their view, acquisition of skill results from the strategic use of learning at multiple levels to adaptively overcome inherent limitations. The knowledge acquired by way of perceptual learning that supported increasingly sophisticated perceptual discrimination processes, according to Simon and Chase, was referred to as a chunk. The chunk was conceptualized as a meaningful complex set of features that abstracted the notion of a perceptual object. Simon and Chase further suggested that meaningful combinations of chunks could be combined to form configurations (Simon & Chase, 1973, p. 399). The present study addresses this idea by framing the notion of a chunk in terms of two formal metatheories, one that addresses representation (Ashby & Townsend, 1986) and one that addresses processing (Townsend & Nozawa, 1995), and tests the prediction that perceptual learning produces organized perceptual objects (chunks). Two experiments combine behavioral and electroencephelographic (EEG) measures to show that perceptual learning produces (a) a shift from perceptual independence and separability to violations of separability, and (b) shifts from limited-capacity serial processing to supercapacity parallel processing. The evidence from both experiments is strong and consistent: perceptual learning does indeed induce chunking-the production of perceptual objects, and the foundation of perceptual expertise.

show abstract

Perceptual Learning

Cited by 10 publications

References 39 publications

Demonstration of cue recruitment: Change in visual appearance by means of Pavlovian conditioning

Demonstration of cue recruitment: Change in visual appearance by means of Pavlovian conditioning

The effect of practice on utilization of information from positive and negative instances in concept identification.

Perceptual learning produces perceptual objects.

Contact Info

Product

Resources

About