The time course of learning a visual skill

Karni, Avi; Sagi, Dov

doi:10.1038/365250a0

Cited by 710 publications

(625 citation statements)

References 17 publications

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“…Typical examples are target textures embedded in a surrounding texture followed by a backward masking texture, for example, in perceptual learning (e.g. Karni & Sagi, 1993;Schubö et al, 2001) and in texture discrimination (e.g. Caputo, 1998;Meinhardt, Schmidt, Persike, & Röers, 2004).…”

Section: Discussionmentioning

confidence: 99%

Combining simultaneous with temporal masking.

Hermens¹,

Herzog²,

Francis³

2009

Journal of Experimental Psychology: Human Perception and Perfor

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Simultaneous and temporal masking are two frequently used techniques in psychology and vision science. While there are many studies and theories related to each masking technique, there are no systematic investigations of their mutual relationship, even though both techniques are often applied together. Here, we show that temporal masking can both undo and enhance the deteriorating effects of simultaneous masking depending on the stimulus onset asynchrony between the simultaneous and temporal mask. For the task and stimuli used in this study, temporal masking was largely unaffected by the properties of the simultaneous mask. In contrast, simultaneous masking seems to depend strongly on spatial grouping and was strongly affected by the properties of the temporal mask. These findings help to identify the nature of both temporal and simultaneous masking and promote understanding of the role of spatial and temporal grouping in visual perception.

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Section: Discussionmentioning

confidence: 99%

Combining simultaneous with temporal masking.

Hermens¹,

Herzog²,

Francis³

2009

Journal of Experimental Psychology: Human Perception and Perfor

View full text Add to dashboard Cite

show abstract

“…However, they were not found at the end of the 1st day, perhaps due to fatigue masking the effects. On the other hand, consolidation of learning a perceptual skill can take place during sleep (Karni & Sagi, 1993;Karni, Tanne, Rubenstein, Askenasy, & Sagi, 1994). Karni et al (1994) found that training on a visual discrimination task leads to improvement on the day following training provided REM sleep periods were not disrupted.…”

Section: Discussionmentioning

confidence: 99%

Acquisition of categorical color perception: A perceptual learning approach to the linguistic relativity hypothesis.

Özgen

Davies

2002

Journal of Experimental Psychology: General

146

115

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Color perception can be categorical: Between-category discriminations are more accurate than equivalent within-category discriminations. The effects could be inherited, learned, or both. The authors provide evidence that supports the possibility of learned categorical perception (CP). Experiment 1 demonstrated that observers' color discrimination is flexible and improves through repeated practice. Experiment 2 demonstrated that category learning simulates effects of "natural" color categories on color discrimination. Experiment 3 investigated the time course of acquired CP. Experiment 4 found that CP effects are acquired through hue-and lightness-based category learning and obtained interesting data on the dimensional perception of color. The data are consistent with the possibility that language may shape color perception and suggest a plausible mechanism for the linguistic relativity hypothesis.This article explores the nature and origin of color categorization by considering how categorical perception (CP; e.g., Harnad, 1987), linguistic relativity (e.g., Whorf, 1940Whorf, /1956, and perceptual learning (e.g., Goldstone, 1998) are related. These three areas of inquiry overlap because, first, differences in CP across languages are one manifestation of linguistic relativity (e.g., Kay & Kempton, 1984), and, second, perceptual learning is a likely route through which language influences color cognition, and more specifically through which CP is induced. Our experiments explored whether adult color discrimination can be improved through training and whether CP is induced by learning novel color categories. We argue that if they can be, then this increases the plausibility that similar mechanisms may be involved during language learning, giving rise to relativistic effects. Before explicating this sketch of our argument further, we briefly review each of the three areas.

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“…One of the consequences of sleep disturbance is sleepiness during activity periods which can lead to result in an increase in work-related accidents (Lauber, & Kayten, 1988), with potential work-related injuries and loss of productivity (Kantermann, Juda, Vetter, & Roenneberg, 2010). Furthermore, sleep debt and problems getting to sleep, are known to compromise memory consolidation (Karni & Sagi, 1993) and decrease attention, performance and mood (Dinges, Pack, Williams, Gillen, Powell, Ott, et al, 1997).…”

Section: Work-related Rumination and Recovery From Workmentioning

confidence: 99%

Internet-based instructor-led mindfulness for work-related rumination, fatigue, and sleep: Assessing facets of mindfulness as mechanisms of change. A randomized waitlist control trial.

Querstret

Cropley

Fife‐Schaw

2017

Journal of Occupational Health Psychology

115

135

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Title. Internet-based instructor-led mindfulness for work-related rumination, fatigue and sleep: assessing facets of mindfulness as mechanisms of change. A randomised waitlist control trial.Abstract. This study aimed to extend our theoretical understanding of how mindfulnessbased interventions exert their positive influence on measures of occupational health.Employing a randomised waitlist control study design, we sought to: (1) assess an Internetbased instructor-led mindfulness intervention for its effect on key factors associated with 'recovery from work', specifically, work-related rumination, fatigue and sleep quality; (2) assess different facets of mindfulness (acting with awareness, describing, non-judging, and non-reacting) as mechanisms of change; and (3) assess whether the effect of the intervention was maintained over time by following up our participants after three and six months.Participants who completed the mindfulness intervention (N=60) reported significantly lower levels of work-related rumination and fatigue, and significantly higher levels of sleep quality, when compared with waitlist control participants (N=58). Effects of the intervention were maintained at three and six month follow-up with medium to large effect sizes. The effect of the intervention was primarily explained by increased levels of only one facet of mindfulness (acting with awareness). This study provides support for online mindfulness interventions to aid recovery from work and furthers our understanding with regards to how mindfulness interventions exert their positive effects.

show abstract

The time course of learning a visual skill

Cited by 710 publications

References 17 publications

Combining simultaneous with temporal masking.

Combining simultaneous with temporal masking.

Acquisition of categorical color perception: A perceptual learning approach to the linguistic relativity hypothesis.

Internet-based instructor-led mindfulness for work-related rumination, fatigue, and sleep: Assessing facets of mindfulness as mechanisms of change. A randomized waitlist control trial.

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