scholarly journals A perceptual learning theory of the information in faces

2017 ◽  
pp. 159-182 ◽  
Author(s):  
Alice J. O’Toole ◽  
Hervé Abdi ◽  
Kenneth A. Deffenbacher ◽  
Dominique Valentin
Keyword(s):  
Perceptual Learning ◽  
Learning Theory

Decrement in Stroop Interference Time with Age

1975 ◽  
Vol 41 (1) ◽  
pp. 149-150 ◽  
Author(s):  
Larry A. Wise ◽  
James A. Sutton ◽  
Paul D. Gibbons
Keyword(s):  
Perceptual Learning ◽  
Learning Theory ◽  
Stroop Task ◽  
Stroop Interference

Interference time on the Stroop task was compared for 20 college and 20 elementary subjects. A decrement in interference time between groups was found and is consistent with E. Gibson's perceptual learning theory.

Categorization and Perceptual Learning: An Analogue of the Face Inversion Effect

1997 ◽  
Vol 50 (2) ◽  
pp. 257-273 ◽  
Author(s):  
I.P.L. McLaren
Keyword(s):  
Associative Learning ◽  
Perceptual Learning ◽  
Discrimination Learning ◽  
Learning Theory ◽  
Inversion Effect ◽  
Face Inversion Effect ◽  
Similarity Space ◽  
The Face ◽  
Abstract Categories ◽  
Inversion Effects

This paper reports two experiments that investigate the extent to which it is plausible to suppose that an associatively based mechanism for perceptual learning acts as the basis for the effects of inversion on identification, recognition, matching and discrimination of faces (and certain other stimuli rendered familiar by expertise, e.g. gundogs). In the first experiment, an inversion effect that is contingent both on familiarity with a category and on the category possessing prototypical structure is demonstrated using discrimination learning of chequerboard stimuli. The second experiment demonstrates that the inversion effect found in Experiment 1 can generalize to a recognition paradigm as well. These results are discussed within the framework provided by associative learning theory, and a parallel is drawn with models employing a norm-based coding in similarity space. The conclusion is that it would be remarkable if the inversion effects demonstrated with the abstract categories used in the experiments reported here were not implicated in the inversion effects found with other classes of stimuli, whilst conceding that the analogy is not complete, particularly in the case of faces.

An examination of students' perceptions of the Kekulé resonance representation using a perceptual learning theory lens

2019 ◽  
Vol 20 (4) ◽  
pp. 659-666 ◽  
Author(s):  
Thomas Kim ◽  
L. Kate Wright ◽  
Kathryn Miller
Keyword(s):  
Visual Perception ◽  
Perceptual Learning ◽  
Learning Theory ◽  
Kekulé Structures ◽  
Cognitive Mechanisms ◽  
Root Cause

Students in chemistry often demonstrate difficulty with the principle of resonance. Despite many attempts to mitigate this difficulty, there have been few attempts to examine the root cause of these issues. In this study, students were assessed for their perception of Kekulé structures based on perceptual learning theory, which is grounded in cognitive mechanisms of visual perception. The data from this assessment shows that students are perceiving inappropriate clues from this representation, which infers that the image itself might be an impediment to learning about resonance. Employment of a metarepresentational competence approach was used to address these misperceptions.

Learned Changes in the Sensitivity of Stimulus Representations: Associative and Nonassociative Mechanisms

2003 ◽  
Vol 56 (1b) ◽  
pp. 43-55 ◽  
Author(s):  
Geoffrey Hall
Keyword(s):  
Classical Conditioning ◽  
Associative Learning ◽  
Perceptual Learning ◽  
Learning Theory ◽  
Stimulus Discriminability ◽  
Stimulus Exposure ◽  
Learning Mechanism ◽  
Intense Stimulus ◽  
Direct Explanation ◽  
Event Representations

Central to associative learning theory is the proposal that the concurrent activation of a pair of event representations will establish or strengthen a link between them. Associative theorists have devoted much energy to establishing what representations are involved in any given learning paradigm and the rules that determine the degree to which the link is strengthened. They have paid less attention to the question of what determines that a representation will be activated, assuming, for the case of classical conditioning, that presentation of an appropriately intense stimulus from an appropriate modality will be enough. But this assumption is unjustified. Ipresent the results of experiments on the effects of stimulus exposure in rats that suggest that mere exposure to a stimulus can influence its perceptual effectiveness—that the ability of a stimulus to activate its representation can be changed by experience. This conclusion is of interest for two reasons. First, it supplies a direct explanation for the phenomenon of perceptual learning—the enhancement of stimulus discriminability produced by some forms of stimulus exposure. Second, it poses a theoretical challenge in that it seems to require the existence of a learning mechanism outside the scope of those envisaged by current formal theories of associative learning. I offer some speculations as to how this mechanism might be incorporated into such theories.

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