Roles of attention in perceptual learning from perspectives of psychophysics and animal learning

Tsushima, Yoshiaki; Watanabe, Takeo

doi:10.3758/lb.37.2.126

Cited by 34 publications

(30 citation statements)

References 86 publications

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“…Task-irrelevant VPL occurred only when the coherent motion signal was below or close to the detection threshold. This result is consistent with a model in which a cognitive control system fails to detect weak or below-threshold task-irrelevant signals, and therefore fails to suppress these signals, thus allowing them to exert a stronger influence on information processing than stronger task-irrelevant signals that can be detected by the attentional system (Tsushima et al 2006, Tsushima & Watanabe 2009). …”

Section: Task-irrelevant Visual Perceptual Learningsupporting

confidence: 89%

Perceptual Learning: Toward a Comprehensive Theory

Watanabe

Sasaki

2015

Annu. Rev. Psychol.

287

271

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Visual perceptual learning (VPL) is long-term performance increase resulting from visual perceptual experience. Task-relevant VPL of a feature results from training of a task on the feature relevant to the task. Task-irrelevant VPL arises as a result of exposure to the feature irrelevant to the trained task. There are at least two serious problems. First, which stage of information processing is changed in association with task-relevant VPL is controversial. Second, no model has ever explained both task-relevant and task-irrelevant VPL. Here we propose a dual plasticity model, in which there are feature-based plasticity that is a change in a representation of the learned feature and task-based plasticity that is a change in processing of the trained task. While the two types of plasticity underlie task-relevant VPL, only feature-based plasticity lies under task-irrelevant VPL. This model provides a new comprehensive framework in which apparently contradictory results could be explained.

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Section: Task-irrelevant Visual Perceptual Learningsupporting

confidence: 89%

Perceptual Learning: Toward a Comprehensive Theory

Watanabe

Sasaki

2015

Annu. Rev. Psychol.

287

271

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“…But I should certainly acknowledge that this is not true of all such experiments. The studies reviewed by Watanabe (Tsushima & Watanabe, 2009) in this symposium have convincingly shown that exposure to stimuli that are presented as distractors from the participants' main task can produce a striking perceptual-learning effect. It is noteworthy that the critical feature of these stimuli (the direction of optical flow) was below threshold-and remained so throughout the experiment.…”

Section: Resultsmentioning

confidence: 94%

Varieties of perceptual learning

Mackintosh

2009

Learning & Behavior

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“…The results described by Tsushima and Watanabe (2009) and some results from my own laboratory appear to be quite inconsistent with some aspects of the associative analysis. These inconsistencies will be described, and two possible resolutions will be suggested.…”

mentioning

confidence: 61%

“…Both Fiser (2009) and Tsushima and Watanabe (2009) suggest that perceptual learning may take place outside…”

Section: Perceptual Learning Outside Of Awarenessmentioning

confidence: 99%

“…The focus in both of these definitions is on learned differences between initially very similar stimuli. Tsushima and Watanabe (2009) define perceptual learning as an "improvement on a perceptual or sensory task b by practice or experience" (p. 126). Fiser (2009) states that the problem of perceptual learning is to understand "how humans and animals extract novel visual descript tions, features, or chunks from their visual environment and represent them" (p. 142).…”

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confidence: 99%

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Human and animal perceptual learning: Some common and some unique features

Mitchell

2009

Learning & Behavior

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A selective summary of the four contributions to this special issue of Learning & Behavior on perceptual r d learning is presented. Mackintosh and Hall propose an associative analysis of perceptual learning. It is argued that Tsushima and Watanabe's psychophysical evidence and Fiser's Bayesian-modeling work represent (in dif-f f ferent ways) challenges to the associative approach. Some tentative suggestions are explored with regard to how animal learning theorists might meet these challenges. Finally, the role of awareness in perceptual learning is b briefly examined.

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Roles of attention in perceptual learning from perspectives of psychophysics and animal learning

Cited by 34 publications

References 86 publications

Perceptual Learning: Toward a Comprehensive Theory

Perceptual Learning: Toward a Comprehensive Theory

Varieties of perceptual learning

Human and animal perceptual learning: Some common and some unique features

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