Perceptual learning rules based on reinforcers and attention

Abstract

How does the brain learn those visual features that are relevant for behavior? In this article, we focus on two factors that guide plasticity of visual representations. First, reinforcers cause the global release of diffusive neuromodulatory signals that gate plasticity. Second, attentional feedback signals highlight the chain of neurons between sensory and motor cortex responsible for the selected action. We here propose that the attentional feedback signals guide learning by suppressing plasticity of irrelevant features while permitting the learning of relevant ones. By hypothesizing that sensory signals that are too weak to be perceived can escape from this inhibitory feedback, we bring attentional learning theories and theories that emphasized the importance of neuromodulatory signals into a single, unified framework. Perception improves with trainingVisual perception improves with practice. A birdwatcher sees differences between birds that are invisible to the untrained eye. To gain an understanding of perceptual learning one can compare the perception of bird experts to the perception of subjects with other interests [as explained in detail in 1]. Alternatively, one can study perceptual learning in the laboratory, which has produced many important insights. Training improves perception, even in adult observers, provided they are willing to invest some effort in the task. Subjects typically have to train for a few hundred trials per day over a few days before perceptual improvements are noticeable. Under these conditions, subjects can even become better in discriminating between basic features, for example, between subtle variations in the orientation or motion direction of a visual stimulus [2]. Once perceptual learning has occurred, it is persistent and can last for many months [3] or years [4]. The learning effects are often specific so that perceptual improvements in a particular version of a task do not generalize to other versions. Performance improvements are not observed, for example, if the test stimulus has a different orientation [4 -6], motion direction [7 , 8] or contrast [9 , 10] than the trained stimulus. Moreover, the training effects are often retinotopically specific. After training in one region of the visual field, the improvement in performance does not transfer to other visual field locations [4 , 6 -9 , 11 , 12], although special learning procedures can cause better generalization [13 , 14].© 2009 Elsevier Ltd. All rights reserved. Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. What are the mechanisms that determine perceptual learni...

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