Stimulus comparison and stimulus association processes in the perceptual learning effect

1999 ◽  
Vol 48 (1-2) ◽  
pp. 11-23 ◽  
Author(s):  
Gumersinda Alonso ◽  
Geoffrey Hall
Keyword(s):  
Perceptual Learning ◽  
Learning Effect ◽  
Stimulus Comparison

The role of stimulus comparison in animal perceptual learning: Effects of a distractor placement

2018 ◽  
Vol 71 (12) ◽  
pp. 2488-2496 ◽  
Author(s):  
Sergio A Recio ◽  
Adela F Iliescu ◽  
Isabel de Brugada
Keyword(s):  
Perceptual Learning ◽  
Learning Process ◽  
Time Lapse ◽  
Animal Research ◽  
Learning Effects ◽  
Stimulus Comparison ◽  
Human Research ◽  
Short Time ◽  
Effect Experiment

Research on perceptual learning shows that the way stimuli are presented leads to different outcomes. The intermixed/blocked (I/B) effect is one of these outcomes, and different mechanisms have been proposed to explain it. In human research, it seems that comparison between stimuli is important, and the placement of a distractor between the pre-exposed stimuli interferes with the effect. Results from animal research are usually interpreted in different terms because the type of procedure normally used in animal perceptual learning does not favour comparison. In our experiments, we explore the possibility that a distractor placed between the to-be-discriminated stimuli may interfere with the perceptual learning process in rats. In Experiment 1, two flavoured solutions are presented in an I/B fashion, with a short time lapse between them to favour comparison, showing the typical I/B effect. In Experiment 2, we introduced a distractor in between the solutions, abolishing this effect. Experiment 3 further replicates this by comparing two intermixed groups with or without distractor. The results replicate the findings from human research, suggesting that comparison also plays an important role in animal perceptual learning.

scholarly journals Empirical Study on Effects of Self-Correction in Crowdsourced Microtasks

2021 ◽  
Vol 8 ◽  
Author(s):  
Masaki Kobayashi ◽  
Hiromi Morita ◽  
Masaki Matsubara ◽  
Nobuyuki Shimizu ◽  
Atsuyuki Morishima
Keyword(s):  
Perceptual Learning ◽  
Learning Effect ◽  
The Self ◽  
Long Term Effects ◽  
Learning Potential ◽  
Second Stage ◽  
Complementary Approach ◽  
Additional Costs ◽  
Statistical Algorithms

Self-correction for crowdsourced tasks is a two-stage setting that allows a crowd worker to review the task results of other workers; the worker is then given a chance to update their results according to the review.Self-correction was proposed as a complementary approach to statistical algorithms, in which workers independently perform the same task.It can provide higher-quality results with low additional costs. However, thus far, the effects have only been demonstrated in simulations, and empirical evaluations are required.In addition, as self-correction provides feedback to workers, an interesting question arises: whether perceptual learning is observed in self-correction tasks.This paper reports our experimental results on self-corrections with a real-world crowdsourcing service.We found that:(1) Self-correction is effective for making workers reconsider their judgments.(2) Self-correction is effective more if workers are shown the task results of higher-quality workers during the second stage.(3) A perceptual learning effect is observed in some cases. Self-correction can provide feedback that shows workers how to provide high-quality answers in future tasks.(4) A Perceptual learning effect is observed, particularly with workers who moderately change answers in the second stage. This suggests that we can measure the learning potential of workers.These findings imply that requesters/crowdsourcing services can construct a positive loop for improved task results by the self-correction approach.However, (5) no long-term effects of the self-correction task were transferred to other similar tasks in two different settings.

Attention to perceive, to learn and to respond

2018 ◽  
Vol 72 (2) ◽  
pp. 335-345 ◽  
Author(s):  
Geoffrey Hall ◽  
Gabriel Rodríguez
Keyword(s):  
Perceptual Learning ◽  
Learning Effect ◽  
Stimulus Element ◽  
Learning Effects ◽  
Special Issue ◽  
Alternative Account ◽  
Theoretical Perspectives ◽  
Stimulus Salience ◽  
Attentional Learning ◽  
The Way

Mackintosh and his collaborators put forward an account of perceptual learning effects based, in part, on learned changes in stimulus salience. In the workshop held to mark Mackintosh’s retirement, and published as a special issue of this journal, Hall discussed Mackintosh’s theory and proposed his own alternative account. We now want to take the story forward in the light of findings and theoretical perspectives that have emerged since then. Specifically, we will argue that neither Mackintosh nor Hall was correct in his account of the principles that govern how changes in salience occur. Both supposed (in different ways) that such changes depend on the way in which the stimulus (or stimulus element) is predicted by another event. In contrast, theories of attentional learning have stressed the notion that changes in the properties of a stimulus might depend on the way in which it predicts its consequences. These theories have been concerned with attention-for-learning (associability). We now consider how the general principle they both employ might be relevant to the other forms of attention (for perception and for performance) that are, we will argue, critical for the perceptual learning effect.

Effects of varying the amount of preexposure to spatial cues on a subsequent navigation task

2000 ◽  
Vol 53 (2b) ◽  
pp. 139-148 ◽  
Author(s):  
José Prados
Keyword(s):  
Perceptual Learning ◽  
Learning Effect ◽  
Swimming Pool ◽  
Facilitatory Effect ◽  
Spatial Cues ◽  
Fixed Position ◽  
Navigation Task ◽  
Subsequent Learning ◽  
Preexposure Phase ◽  
Associative Analysis

In each of two experiments rats were preexposed to four compound landmarks (AX, BX, CX, and DX) one at a time; they were then trained to find a submerged platform located in a fixed position in a swimming pool using these same landmarks. When the preexposure was SHORT (4 sessions) it facilitated subsequent learning (a perceptual learning effect), whereas when rats were given a LONG preexposure phase (8 sessions) this facilitatory effect disappeared. EXTRA-LONG preexposure (16 sessions) reversed the facilitatory effect—that is to say, we observed retarded learning. The results show that rats’ ability to navigate towards an invisible goal is affected by the length of their preexposure to the spatial cues that signal the location of the goal. These data are consistent with an associative analysis of the swimming pool navigation task.

Stimulus comparison: Effects of the pre-exposure schedule and instructions for perceptual learning and attention

2019 ◽  
Vol 65 ◽  
pp. 20-32 ◽  
Author(s):  
Rocío Angulo ◽  
Gumersinda Alonso ◽  
Leandro Luigi Di Stasi ◽  
Andrés Catena
Keyword(s):  
Perceptual Learning ◽  
Stimulus Comparison

Learning to Discriminate Face Views

2010 ◽  
Vol 104 (6) ◽  
pp. 3305-3311 ◽  
Author(s):  
Taiyong Bi ◽  
Nihong Chen ◽  
Qiujie Weng ◽  
Dongjun He ◽  
Fang Fang
Keyword(s):  
Perceptual Learning ◽  
Visual Processing ◽  
Learning Effect ◽  
Visual Features ◽  
Complex Object ◽  
Trained Subjects ◽  
Configural Information ◽  
Face Images ◽  
The Face ◽  
Face View

Although perceptual learning of simple visual features has been studied extensively and intensively for many years, we still know little about the mechanisms of perceptual learning of complex object recognition. In a series of seven experiments, human perceptual learning in discrimination of in-depth orientation of face view was studied using psychophysical methods. We trained subjects to discriminate face orientations around a face view (i.e., 30°) over eight daily sessions, which resulted in a significant improvement in sensitivity to the face view orientation. This improved sensitivity was highly specific to the trained orientation and persisted up to 6 mo. Different from perceptual learning of simple visual features, this orientation-specific learning effect could completely transfer across changes in face size, visual field, and face identity. A complete transfer also occurred between two partial face images that were mutually exclusive but constituted a complete face. However, the transfer of the learning effect between upright and inverted faces and between a face and a paperclip object was very weak. These results shed light on the mechanisms of the perceptual learning of face view discrimination. They suggest that the visual system had learned how to compute face orientation from face configural information more accurately and that a large amount of plastic changes took place at a level of higher visual processing where size-, location-, and identity-invariant face views are represented.

scholarly journals Analysis of the Perceptual Learning Effect in Flavour Aversion Learning: Evidence for Stimulus Differentiation

2002 ◽  
Vol 55 (2b) ◽  
pp. 153-169 ◽  
Author(s):  
Esther Mondragón ◽  
Geoffrey Hall
Keyword(s):  
Perceptual Learning ◽  
Learning Effect ◽  
Aversion Learning ◽  
Common Elements ◽  
Group I ◽  
Reverse Pattern ◽  
Separate Block ◽  
Group B

Rats received exposure to two compound flavours, AX and BX, where A and B were sucrose and saline and X was acid. For group intermixed (I), exposure consisted of alternating trials with AX and BX; group blocked (B) received a block of AX trials and a separate block of BX trials. Experiment 1 showed that generalization to BX after conditioning with AX was less profound in group I than in group B. Separate examination of the elements of the compound showed that the source of this difference lay in the strength acquired by the X element. X acquired less strength in group I than in group B (Experiments 1 and 2), whereas for the A element (Experiments 3 and 4) the reverse pattern was obtained. These results support the proposal that the perceptual learning effect (restricted generalization from AX to BX in group I) depends on a process that enhances the effectiveness of unique stimulus elements (A and B) and reduces that of common elements (such as X).

Discrimination between Outcomes in Instrumental Learning: Effects of Preexposure to the Reinforcers

2003 ◽  
Vol 56 (3b) ◽  
pp. 253-265 ◽  
Author(s):  
C.A.J. Blair ◽  
Pam Blundell ◽  
Tiffany Galtress ◽  
Geoffrey Hall ◽  
Simon Killcross
Keyword(s):  
Perceptual Learning ◽  
Learning Effect ◽  
Sucrose Solution ◽  
Instrumental Learning ◽  
Test Session ◽  
The Other ◽  
Free Access ◽  
Learning Effects ◽  
Instrumental Training ◽  
Mixed Schedule

In two experiments rats received instrumental training with two response levers, one response being reinforced by sucrose solution and the other by sucrose pellets. Prior to a test session, on which both levers were made available in the absence of reinforcement, the rats were given free access to one of the reinforcers, a procedure known to reduce its value. It was found that the rats responded at a lower rate on the lever that had produced the now-devalued reinforcer, but that this effect was substantial only in rats that had received preexposure to the two reinforcers before instrumental training was begun (Experiment 1). Experiment 2 demonstrated that this effect was obtained only when presentations of the two reinforcers were presented according to an inter-mixed schedule during preexposure. It is suggested that this result constitutes an instance of the perceptual learning effect in which intermixed preexposure to similar events enhances their discriminability.

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