Perceptual Learning

Abstract

Perceptual learning refers to experience‐induced changes in the way information is extracted. Evidence suggests that such changes are pervasive in human perception, affecting tasks from the simplest sensory discriminations to the most complex extraction of abstract relations, and that perceptual learning is not reducible to other forms of learning. In this chapter, I consider perceptual learning phenomena in terms of components of discovery; ways in which new bases of response are attained; fluency; and ways in which the speed and ease of information pickup improve. Although data from several senses are considered, I focus on vision: basic visual sensitivities, “middle vision” (perception of surfaces and objects), and high‐level visual cognition. I consider neural bases and computational models, as well as evidence about the conditions under which learning occurs and real‐world applications of perceptual learning. Perceptual learning, which comprises one of the most important foundations of human expertise, provides a window into plasticity in the nervous system and poses computational challenges in understanding how information extraction changes with experience.

Detecting anomalous features in complex stimuli: The role of structured comparison.

“…As Kellman (2002) noted in his review of perceptual learning, the idea that perceptual learning is facilitated by comparison dates back as least as far as Pavlov. The main focus in this research tradition has been on the use of comparison as a way to differentiate categories; the idea is that the presentation of contrasting items allows learners to learn diagnostic features.…”

“…Chun and Jiang (1998) discuss a number of factors that influence visual deployment (see also Kellman, 2002;Wolfe, 1994;Yantis, 1996). These include bottom-up, image-driven factors such as salience (Bravo & Nakayama, 1992;Egeth, Jonides, & Wall, 1972;Theeuwes, 1992;Treisman & Gelade, 1980) and top-down factors such as familiarity (Wang, Cavanagh, & Green, 1994) and expectancy (Loftus & Mackworth, 1978;Miller, 1988;Shaw, 1978;Shaw & Shaw, 1977).…”

Perceptual learning depends on perceptual constancy

“…Across modalities, tasks, and processing levels, perceptual learning (PL) plays a significant role in learning and expertise (2,3). In recent years, however, PL research has focused largely on basic sensory discriminations; examples include Vernier acuity (4,5), motion direction discrimination (6), and auditory frequency discrimination (7).…”

Associative representational plasticity in the auditory cortex: resolving conceptual and empirical problems

“…Functions of plasticity (points 5,6) O&S hold that CS-specific plasticity in A1 cannot represent part of the substrate of auditory associative memory because this function is incompatible with task-specific plasticity. However, the evidence for a mnemonic function for CS-specific increases, CS-directed tuning shifts, and enlargement of CS-band representation in A1 is consistent and strong.…”

“…The result of perceptual learning is to improve perceptual abilities on the training dimension, such as improving acuity for frequency discrimination. However, unlike basic associative learning, perceptual learning is not presumed to include "perceptual memory", i.e., to yield specific memories for each of the many paired frequencies used throughout the extensive period of training [5]. Regardless of the duration of training, subjects ordinarily first learn basic associations, i.e., classical conditioning, and then learn to make a response contingent on an acoustic stimulus and a reinforcer, i.e., simple instrumental conditioning (Fig.…”