What is new in perceptual learning?

Herzog, Michael H.; Cretenoud, Aline F.; Grzeczkowski, Lukasz

doi:10.1167/17.1.23

Cited by 6 publications

(4 citation statements)

References 29 publications

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“…The effect of visual perceptual learning in normally sighted subjects is often restricted to the trained region of the visual field ( 18 – 20 ) and specific to the trained task ( 21 , 22 ). This raises the question whether the visual recovery that is induced by visual restitution training is also limited to just the trained region and task.…”

Section: Introductionmentioning

confidence: 99%

Segregation of Spontaneous and Training Induced Recovery from Visual Field Defects in Subacute Stroke Patients

Bergsma¹,

Elshout²,

Berg³

2017

Front. Neurol.

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Whether rehabilitation after stroke profits from an early start is difficult to establish as the contributions of spontaneous recovery and treatment are difficult to tease apart. Here, we use a novel training design to dissociate these components for visual rehabilitation of subacute stroke patients with visual field defects such as hemianopia. Visual discrimination training was started within 6 weeks after stroke in 17 patients. Spontaneous and training-induced recoveries were distinguished by training one-half of the defect for 8 weeks, while monitoring spontaneous recovery in the other (control) half of the defect. Next, trained and control regions were swapped, and training continued for another 8 weeks. The same paradigm was also applied to seven chronic patients for whom spontaneous recovery can be excluded and changes in the control half of the defect point to a spillover effect of training. In both groups, field stability was assessed during a no-intervention period. Defect reduction was significantly greater in the trained part of the defect than in the simultaneously untrained part of the defect irrespective of training onset (p = 0.001). In subacute patients, training contributed about twice as much to their defect reduction as the spontaneous recovery. Goal Attainment Scores were significantly and positively correlated with the total defect reduction (p = 0.01), percentage increase reading speed was significantly and positively correlated with the defect reduction induced by training (epoch 1: p = 0.0044; epoch 2: p = 0.023). Visual training adds significantly to the spontaneous recovery of visual field defects, both during training in the early and the chronic stroke phase. However, field recovery as a result of training in this subacute phase was as large as in the chronic phase. This suggests that patients benefited primarily of early onset training by gaining access to a larger visual field sooner.

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Section: Introductionmentioning

confidence: 99%

Segregation of Spontaneous and Training Induced Recovery from Visual Field Defects in Subacute Stroke Patients

Bergsma¹,

Elshout²,

Berg³

2017

Front. Neurol.

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“…Traditionally, in this view, perceptual learning refers to the process of enrichment in the manipulation of symbolic information that allows a generalization across stimuli properties or, in the case of vision, retinal locations (Eckstein, Yu, Sagi, Carrasco, & Lu, 2018). In this sense, the contrast between specificity and generalization (also known as transfer) is a classic topic in the field of perceptual improvement (see also the editorial of Herzog, Cretenoud, & Grzeczkowski, 2017).…”

Section: Introductionmentioning

confidence: 99%

Current alternatives on perceptual learning: introduction to special issue on post-cognitivist approaches to perceptual learning

Lobo

2019

Adaptive Behavior

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This special issue is focused on how perceptual learning is understood from a post-cognitivist approach to cognition. The process of perceptual learning is key in our cognitive life and development: we can learn to discriminate environmental aspects and hence adapt ourselves to it, using our resources intelligently. Perceptual learning, according to the classic cognitivist view, is based on the enrichment of passively received stimuli, a linear operation on sensations that results in a representation of the original information. This representation can be useful for other processes that generate an output, like a motor command, for example. On the contrary, alternative approaches to perceptual learning, different from the one depicted in the classic cognitivist theory, share the ideas that perception and action are intrinsically tied and that cognitive processes rely on embodiment and situatedness. These approaches usually claim that mental representations are not useful concepts, at least when portraying a process of perceptual learning. Approaches within post-cognitivism are not a unified theory, but a diversity of perspectives that need to establish a dialogue among their different methodologies. In particular, this special issue is focused on ecological psychology and enactivism as key traditions within the post-cognitivist constellation.

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“…Instead, the read-out connections to a decision unit were proposed to be reweighted through training. Following these pioneering studies, during the past decade, many procedures have been developed to show that learning can indeed transfer from trained to untrained conditions (see Herzog et al, 2017, for a review), suggesting that perceptual learning may occur in higher stages of visual processing than the sensory cortices. Among these procedures, the "double-training" or "training-plus-exposure" procedures (Xiao et al, 2008; are two of the most widely used.…”

Section: Introductionmentioning

confidence: 99%

Bottom-up and top-down factors of motion direction learning transfer

Zhang

Yang

et al. 2019

Consciousness and Cognition

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Perceptual learning of motion discrimination has long been believed to be motion direction specific. However, recent studies using a double-training paradigm, in which the to-be-transferred condition was experienced through practicing an irrelevant task, found that perceptual learning in various visual tasks, including motion direction discrimination, can transfer completely to new conditions. This transfer occurred when the transfer stimulus was subconsciously presented, or when top-down attention was allocated to the transfer stimulus (which was absent). In the current study, observers were exposed subconsciously, or directed top-down attention, to the transfer motion direction, either simultaneously or successively with training. Data showed that motion direction learning transferred to the transfer direction, and suggest that motion direction learning specificity may result from under-activations of untrained visual neurons due to insufficient bottom-up stimulation and/or lack of top-down attention during training. These results shed new light on the neural 2 / 38 mechanisms underlying motion perceptual learning and provide a constraint for models of motion perceptual learning.

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What is new in perceptual learning?

Cited by 6 publications

References 29 publications

Segregation of Spontaneous and Training Induced Recovery from Visual Field Defects in Subacute Stroke Patients

Segregation of Spontaneous and Training Induced Recovery from Visual Field Defects in Subacute Stroke Patients

Current alternatives on perceptual learning: introduction to special issue on post-cognitivist approaches to perceptual learning

Bottom-up and top-down factors of motion direction learning transfer

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