Stevens' Handbook of Experimental Psychology and Cognitive Neuroscience

doi:10.1002/9781119170174

Cited by 36 publications

(4 citation statements)

References 225 publications

(259 reference statements)

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“…Following Gibson (1963), we define perceptual learning as an increase in the ability to extract information from stimulus arrays (in our case speech) due to experience. Perceptual learning often exhibits two phases and both were characterized in this study: an early learning phase characterized by rapid learning following brief experience with new stimuli and a later phase that follows longer experiences in which learning is usually slower and more gradual (Green, Banai, Lu, & Bevalier, 2018). Although the literature is not decisive on the theoretical differences between these two phases, the distinction is important when speech recognition is considered.…”

Section: Introductionmentioning

confidence: 99%

Age, Hearing, and the Perceptual Learning of Rapid Speech

2018

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The effects of aging and age-related hearing loss on the ability to learn degraded speech are not well understood. This study was designed to compare the perceptual learning of time-compressed speech and its generalization to natural-fast speech across young adults with normal hearing, older adults with normal hearing, and older adults with age-related hearing loss. Early learning (following brief exposure to time-compressed speech) and later learning (following further training) were compared across groups. Age and age-related hearing loss were both associated with declines in early learning. Although the two groups of older adults improved during the training session, when compared to untrained control groups (matched for age and hearing), learning was weaker in older than in young adults. Especially, the transfer of learning to untrained time-compressed sentences was reduced in both groups of older adults. Transfer of learning to natural-fast speech occurred regardless of age and hearing, but it was limited to sentences encountered during training. Findings are discussed within the framework of dynamic models of speech perception and learning. Based on this framework, we tentatively suggest that age-related declines in learning may stem from age differences in the use of high- and low-level speech cues. These age differences result in weaker early learning in older adults, which may further contribute to the difficulty to perceive speech in daily conversational settings in this population.

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Section: Introductionmentioning

confidence: 99%

Age, Hearing, and the Perceptual Learning of Rapid Speech

2018

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“…Previous research has shown that our positive or negative perceptions could be explained by approach\avoidance behavior ( Rutherford and Lindell, 2011 ; Harmon-Jones et al, 2012 ). When it comes to human shopping behavior, the reasoning behind our decision becomes more complex and difficult to explain ( Ohme et al, 2010 ; Wixted, 2018 ; Karmarkar and Plassmann, 2019 ; Neal and Gable, 2019 ; Sänger, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

“…Lateralized function of the brain has been the core of many neuroscientific studies on emotion ( Petrantonakis and Hadjileontiadis, 2011 ; Gable et al, 2015 ), motivation ( Coan et al, 1997 ; Poole and Gable, 2014 ), neurological and psychiatric disorders ( Keune et al, 2015 ; Lin et al, 2021 ). Specifically, frontal asymmetry scores are one of the most promising features that have been extracted from EEG data to quantify our valence and approach-avoidance behavior ( Coan et al, 1997 ; Davidson, 2004 ; Ravaja et al, 2013 ; Poole and Gable, 2014 ; Wixted, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

Motivation in the metaverse: A dual-process approach to consumer choices in a virtual reality supermarket

et al. 2023

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IntroductionConsumer decision-making processes involve a complex interrelation between perception, emotion, and cognition. Despite a vast and diverse literature, little effort has been invested in investigating the neural mechanism behind such processes.MethodsIn the present work, our interest was to investigate whether asymmetrical activation of the frontal lobe of the brain could help to characterize consumer’s choices. To obtain stronger experimental control, we devised an experiment in a virtual reality retail store, while simultaneously recording participant brain responses using electroencephalogram (EEG). During the virtual store test, participants completed two tasks; first, to choose items from a predefined shopping list, a phase we termed as “planned purchase”. Second, subjects were instructed that they could also choose products that were not on the list, which we labeled as “unplanned purchase.” We assumed that the planned purchases were associated with a stronger cognitive engagement, and the second task was more reliant on immediate emotional responses.ResultsBy analyzing the EEG data based on frontal asymmetry measures, we find that frontal asymmetry in the gamma band reflected the distinction between planned and unplanned decisions, where unplanned purchases were accompanied by stronger asymmetry deflections (relative frontal left activity was higher). In addition, frontal asymmetry in the alpha, beta, and gamma ranges illustrate clear differences between choices and no-choices periods during the shopping tasks.DiscussionThese results are discussed in light of the distinction between planned and unplanned purchase in consumer situations, how this is reflected in the relative cognitive and emotional brain responses, and more generally how this can influence research in the emerging area of virtual and augmented shopping.

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“…Although attention is an intuitive concept, it describes a host of processes and has been the subject of a large body of empirical work, much of which is outside this Element's scope. For in-depth discussions of attention, seeNobre (2018) and Nobre and Kastner (2014a). 18 Perception of use, available at https://www.cambridge.org/core/terms.…”

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confidence: 99%

Perception and Action in a Social Context

Azaad

Knoblich

Sebanz

2021

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Even the simplest social interactions require us to gather, integrate, and act upon, multiple streams of information about others and our surroundings. In this Element, we discuss how perceptual processes provide us with an accurate account of action-relevant information in social contexts. We overview contemporary theories and research that explores how: (1) individuals perceive others' mental states and actions, (2) individuals perceive affordances for themselves, others, and the dyad, and (3) how social contexts guide our attention to modulate what we perceive. Finally, we review work on the cognitive mechanisms that make joint action possible and discuss their links to perception.

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Stevens' Handbook of Experimental Psychology and Cognitive Neuroscience

Cited by 36 publications

References 225 publications

Age, Hearing, and the Perceptual Learning of Rapid Speech

Age, Hearing, and the Perceptual Learning of Rapid Speech

Motivation in the metaverse: A dual-process approach to consumer choices in a virtual reality supermarket

Perception and Action in a Social Context

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