Simultaneous presentation of similar stimuli produces perceptual learning in human picture processing.

Mundy, Matthew; Honey, Robert Colin; Dwyer, Dominic M.

doi:10.1037/0097-7403.33.2.124

Cited by 84 publications

(196 citation statements)

References 48 publications

(88 reference statements)

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“…Indeed, as Gibson herself argued, the most effective schedule should be one in which the two stimuli are presented simultaneously. This prediction was confirmed by Mundy et al (2007) in an experiment on face recognition by people, and also by Mitchell et al (2008) in an experiment in which people were required to discriminate between two very similar checkerboard patterns. The result is important, since it is clearly inconsistent with the inhibitory account of McLaren and Mackintosh: If AX and BX occur together on the same trial, A and B cannot predict each other's absence.…”

Section: Explanations Of Unsupervised Perceptual Learning In Animalssupporting

confidence: 58%

“…I argue that most instances of unsupervised perceptual learning observed in animals (and at least some in human animals) are better explained by appeal to well-established principles and phenomena of associative learning theory: excitatory and inhibitory associations between stimulus elements, latent inhibition, and habituation. appeared (Mundy, Honey, & Dwyer, 2007). This is not genuinely unsupervised learning.…”

Section: N J Mackintoshmentioning

confidence: 99%

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Varieties of perceptual learning

Mackintosh

2009

Learning & Behavior

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Section: Explanations Of Unsupervised Perceptual Learning In Animalssupporting

confidence: 58%

Section: N J Mackintoshmentioning

confidence: 99%

Varieties of perceptual learning

Mackintosh

2009

Learning & Behavior

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Section: The Source Of Individual Differencesmentioning

confidence: 99%

“…While these may reflect differences in sensory processing that emerge from physical development, they can equally arise as a result of experiential development. For example, a preference for blue may be the result of specific rewards for choosing blue or may be even more subtle, arising from exposure to blue resulting in elaboration of the mental representation of blueness and second order associations (Mundy, Honey & Dwyer, 2007;McLaren & Mackintosh, 2000).The example of color preference illustrates that learning from experience can produce differences that not only influence behavior but establish differences in learning which will shape the influence of future experience. However, observing differences in learning does not isolate the cognitive processes that contributes to that difference.…”

mentioning

confidence: 99%

Individual differences are more than a gene × environment interaction: The role of learning.

Byrom

Murphy

2018

Journal of Experimental Psychology: Animal Learning and Cogniti

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Individual differences in behavior are understood generally as arising from an interaction between genes and environment, omitting a crucial component. The literature on animal and human learning suggests the need to posit principles of learning to explain our differences. One of the challenges for the advancement of the field has been to establish how general principles of learning can explain the almost infinite variation in behavior. We present a case that: 1) individual differences in behavior emerge, in part, from principles of learning; 2) associations provide a descriptive mechanism for understanding the contribution of experience to behavior; 3) learning theories explain dissociable aspects of behavior. We use four examples from the field of learning to illustrate the importance of involving psychology, and associative theory in particular, in the analysis of individual differences, these are; i) fear learning, ii) behavior directed to cues for outcomes (i.e., sign-and goaltracking), iii) stimulus learning related to attention, and iv) human causal learning. Individual Differences 3A goal of research into learning is to characterize how behavior changes with experience within and across species. Thorndike's (1898) Law of Effect was an early attempt to characterize the effect of experience on behavior. In offering a general law of how experience contributes to behavior, Thorndike was also giving an account of how an individual becomes unique.The classic example of Thorndike's method involved cats and an apparatus known as a puzzle box (Thorndike, 1898). The box was a rudimentary cage with latches and gates to afford escape. The cats' dislike of confined space provided a natural motivation to engage in behaviors that might serendipitously lead to release. Thorndike observed that the cats made many false starts but eventually made a response that enabled escape. With repeated exposure to the box, latency to escape decreased. The Law of Effect stated that behaviors preceding any form of 'satisfaction' (e.g., escape) would be reinforced and made more likely on subsequent trials. However, rather than considering this principle as limiting an animal's flexibility to learn, the law only restricts the conditions for learning. Consider that outside the lab, different humans can successfully complete a motivated goal in different ways. They may behave differently but the same Law of Effect strengthens their behaviors.The goals of this paper are to present the case for the individual differences approach to learning theory. We will argue that (1) learning mediates the influence of genes and environment on behavior and (2) there is complexity, to be explored, within models of learning that can account for diversity in learning. Specifically, we suggest that while genes and environment may contribute to the development of differences in learning, that an individual's phenotype interacts with experience and the memories of experience to further cause individual differences. As such, the study of individual diff...

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“…Several experiments with human participants and nonhuman subjects have been carried out to compare the acquisition of the discriminated response in simultaneous and successive simple discrimination procedures (Bitterman, Tyler, & Elam, 1955;Bitterman & Wodinsky, 1953;Carter & Eckerman, 1975;Grice, 1949;Lipsitt, 1961;Loess & Duncan, 1952;MacCaslin, 1954;Mundy, Honey, & Dwyer, 2007;North & Jeeves, 1956;Weise & Bitterman, 1951;Wodinsky, Varley, & Bitterman, 1954). In most cases, especially with nonhuman subjects, the results suggest that simultaneous presentation of stimuli gives rise to a faster discrimination process when compared with successive presentation of stimuli (but exceptions are found in Bitterman et al, 1955;Bitterman & Wodinsky, 1953;Weise & Bitterman, 1951).…”

mentioning

confidence: 99%

Analyzing the Stimulus Control Acquisition in Simple Discrimination Tasks through Eye Movement

Huziwara¹,

Silva²,

Pérez³

et al. 2015

Psicol. Reflex. Crit.

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In order to investigate whether simultaneous or successive presentation of stimuli is related to the duration of eye fi xation (i.e., the time spent gazing a specifi c stimulus), this study described the eye movements of young adults in simultaneous and successive simple discrimination tasks. Using 12 landscape scenes as visual stimuli, three participants were exposed to a simple discrimination training with simultaneously presented stimuli (Si Procedure) and then to a second simple discrimination training with successively presented stimuli (Su Procedure). Another three participants were exposed to the Procedure in the opposite order. In both cases, the learning criterion was that at least 90% of the responses should be correct in one block. Eye movements were recorded during the whole experiment. Participants achieved the learning criteria in both procedures. Beyond that, eye fi xation time in the Su Procedure was higher than in the Si Procedure, regardless of the training sequence. Taken together with previous results in different experiments, our fi ndings suggest that the duration of eye fi xation plays a central role in the establishment of different stimulus control topographies. Keywords: Eye movements, eye fi xation time, simultaneous discrimination, successive discrimination, young adults. ResumoCom o objetivo de investigar se a apresentação simultânea ou sucessiva de estímulos estaria relacionada com a duração da fi xação do olhar (i.e., o tempo gasto fi xando um estímulo específi co), este estudo descreveu os movimentos dos olhos de adultos em tarefas de discriminação simples simultâneas e sucessivas. Utilizando 12 cenas de paisagens como estímulos visuais, três participantes foram expostos a um treino de discriminação simples com estímulos apresentados simultaneamente (Procedimento Si) e, em seguida, a um segundo treino de discriminação simples com estímulos apresentados sucessivamente (Procedimento Su). Outros três participantes foram expostos ao Procedimento em ordem inversa. Em ambos os casos, uma concentração mínima de 90% das respostas ao estímulo correto, em um mesmo bloco, defi nia a aquisição da discriminação. Os movimentos dos olhos foram registrados durante todo o experimento. Participantes atingiram os critérios de aquisição da discriminação em ambos os procedimentos. Além disso, o tempo de fi xação do olhar no Procedimento Su foi maior do que no Procedimento Si, independentemente da sequência de treino. Considerados em conjunto com resultados prévios em diferentes experimentos, nossos dados sugerem que a duração da fi xação do olhar exerce um papel central no estabelecimento de diferentes topografi as de controle de estímulos. Palavras-chave: Movimentos dos olhos, tempo de fi xação dos olhos, discriminação simultânea, discriminação sucessiva, jovens adultos.By analyzing simple, everyday events, it is possible to verify that some aspects of the environment infl uence the probability of occurrence of behaviors. A red traffi c light, a road sign, or an offi cer's signal are examples...

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Simultaneous presentation of similar stimuli produces perceptual learning in human picture processing.

Cited by 84 publications

References 48 publications

Varieties of perceptual learning

Varieties of perceptual learning

Individual differences are more than a gene × environment interaction: The role of learning.

Analyzing the Stimulus Control Acquisition in Simple Discrimination Tasks through Eye Movement

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