Category Learning in Pigeons: The Role of Perceptual Similarity

2009 ◽  
Author(s):  
Olga F. Lazareva
2020 ◽  
Vol 30 (8) ◽  
pp. 4410-4423
Author(s):  
You Li ◽  
Carol Seger ◽  
Qi Chen ◽  
Lei Mo

Abstract Humans are able to categorize things they encounter in the world (e.g., a cat) by integrating multisensory information from the auditory and visual modalities with ease and speed. However, how the brain learns multisensory categories remains elusive. The present study used functional magnetic resonance imaging to investigate, for the first time, the neural mechanisms underpinning multisensory information-integration (II) category learning. A sensory-modality-general network, including the left insula, right inferior frontal gyrus (IFG), supplementary motor area, left precentral gyrus, bilateral parietal cortex, and right caudate and globus pallidus, was recruited for II categorization, regardless of whether the information came from a single modality or from multiple modalities. Putamen activity was higher in correct categorization than incorrect categorization. Critically, the left IFG and left body and tail of the caudate were activated in multisensory II categorization but not in unisensory II categorization, which suggests this network plays a specific role in integrating multisensory information during category learning. The present results extend our understanding of the role of the left IFG in multisensory processing from the linguistic domain to a broader role in audiovisual learning.


2015 ◽  
Vol 137 (4) ◽  
pp. 2208-2209
Author(s):  
Rachel Reetzke ◽  
Todd Maddox ◽  
Bharath Chandrasekaran

2014 ◽  
Vol 17 (4) ◽  
pp. 709-728 ◽  
Author(s):  
W. TODD MADDOX ◽  
BHARATH CHANDRASEKARAN

In the visual domain, more than two decades of work has argued for the existence of dual category learning systems. Thereflectivesystem uses working memory in an explicit fashion to develop and test rules for classifying. Thereflexivesystem operates by implicitly associating perception with actions that lead to reinforcement. Dual-system models posit that in learning natural categories, learners initially use the reflective system and with practice, transfer control to the reflexive system. The role of reflective and reflexive systems in second language (L2) speech learning has not been systematically examined. In the study reported in this paper, monolingual native speakers of American English were trained to categorize Mandarin tones produced by multiple speakers. Our computational modeling approach demonstrates that learners use reflective and reflexive strategies during tone category learning. Successful learners use speaker-dependent, reflective analysis early in training and reflexive strategies by the end of training. Our results demonstrate that dual-learning systems are operative in L2 speech learning. Critically, learner strategies directly relate to individual differences in successful category learning.


2007 ◽  
Vol 14 (3) ◽  
pp. 505-511 ◽  
Author(s):  
Ben R. Newell ◽  
David A. Lagnado ◽  
David R. Shanks

2020 ◽  
Vol 11 ◽  
Author(s):  
Ivan M. Makarov ◽  
Elena S. Gorbunova

Three experiments investigated the role of target-target perceptual similarity within the attentional blink (AB). Various geometric shapes were presented in a rapid serial visual presentation task. Targets could have 2, 1, or 0 shared features. Features included shape and size. The second target was presented after five or six different lags after the first target. The task was to detect both targets on each trial. Second-target report accuracy was increased by target-target similarity. This modulation was observed more for mixed-trial design as compared with blocked design. Results are discussed in terms of increased stability of working memory representations and reduced interference for second-target processing.


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