Wahrnehmungslernen durch Blickbewegungen

Wolff, Peter H.

doi:10.1007/978-3-642-70747-6_3

Cited by 7 publications

(4 citation statements)

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“…Learning of the location sequence can be explained in terms of R–S learning if the learning of the location sequence is considered a product of eye-movement control. The execution of an eye movement is associated with the expectation of specific changes in the visual field (Prinz, 1990; Wolff, 1985). Thus, if an eye movement to a particular location has the regular effect of “finding” the information relevant for present action control, then this location may be learned by response–effect learning.…”

Section: Discussionmentioning

confidence: 99%

Response–effect learning as a major component of implicit serial learning.

Ziessler¹

1998

Journal of Experimental Psychology: Learning, Memory, and Cogni

102

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Implicit response-effect learning was examined in 2 experiments, using a visual search version of the serial reaction time task introduced by M. J. Nissen and P. Bullemer (1987). In Experiment 1, the relation between the response to the current stimulus and the location of the stimulus on the next trial (i.e., effect) was varied systematically. In Experiment 2, both the frequency of the association between stimuli and responses and the frequency of the association between responses and effects were manipulated. Only the frequency of the response-effect relation influenced learning. These results indicate that response-effect learning is an important component of serial learning. It is argued that response-effect relations constitute the initial implicit component of learning in serial reaction time tasks. From this implicit knowledge, knowledge about the stimulus sequence as well as the response sequence develops later.This research was supported by Grant WIP 014665/W from the German government (program for the integration of scientists from the former East-German Academy of Sciences into German universities). I thank Henry Schroder, Diana Mehnert, and Dorle Henning for their assistance in performing the experiments, Joachim Hoffmann, and especially Peter Frensch for very helpful comments on earlier versions of this article. Moreover, Peter Frensch helped me very much in improving the English writing.

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Section: Discussionmentioning

confidence: 99%

Response–effect learning as a major component of implicit serial learning.

Ziessler¹

1998

Journal of Experimental Psychology: Learning, Memory, and Cogni

102

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“…In connection with an orienting reflex, as a rule, reflexive eye movements in the direction of the stimulus pattern can be observed (Mostofsky, 1970). Eye movements are always preceeded by a shift of the focus of visual attention (Klein, 1980) in order to prepare the saccadic eye movement (Wolff, 1985). A functional interpretation therefore seems to suggest itself, namely that the tendency to react toward the stimulus source is a reflexive shift of attention toward the position of the stimulus pattern.…”

Section: Introductionmentioning

confidence: 98%

Attentional focussing and spatial stimulus-response compatibility

Stoffer¹

1991

Psychol. Res

157

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Summary.The relative functional significance of attention shifts and attentional zooming for the coding of stimulus position in spatial compatibility tasks is demonstrated by proposing and testing experimentally a tentative explanation of the absence of a Simon effect in Experiment 3 of Umilt~t and Liotti (1987). It is assumed that the neutral point of the spatial frame of reference for coding spatial position is at the position where attention is focussed immediately before exposition of the stimulus pattern. If a stimulus pattern is exposed to the right or the left of this position a spatial compatibility effect can be observed when the stimulus-response pairing is incompatible. Generalizing from this, one can say that a spatial compatibility effect will be observed if the last step in attentional focussing of the stimulus attribute specifying the response is a horizontal or a vertical attention shift. If the last step in focussing is attentional zooming (change in the representational level attended to), the stimulus pattern is localized at the horizontal and the vertical positions where the last attention shift had positioned the focus. In this case the spatial code is neutral on these dimensions and so no spatial compatibility effect should result. To test this model we conducted two experiments. Experiment 1 replicated the finding of Umilt~ and Liotti that there is no Simon effect in the condition with no delay between a positional cue (two small boxes on the left or right of a fixation cross) and the imperative stimulus, whereas in the condition with a delay of 500 ms a Simon effect was observed. In a comparison condition with a single, rather large cue instead of two small boxes (forcing attention to zoom in), no Simon effect was observed under either delay condition: Experiment 2 used a spatial compatibility task proper with the same experimental conditions as Experiment 1. But in contrast to those of Experiment 1, the results show strong compatibility effects in all cue and delay conditions. The absence of a Simon effect in some experimental conditions in Experiment 1 and the presence of a spatial compatibility effect proper in all conditions in Experiment 2 are consistently accounted for with the proposed attentional explanation of spatial coding and spatial compatibility effects.

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“…If the sensory consequences of afforded actions turn out to be wrong, perceptual learning will restore the agreement according to the outlined sensorimotor mechanism (Wolff, 1985(Wolff, , 1987(Wolff, , 1999b.…”

Section: Representation Versus Presentationmentioning

confidence: 97%

“…The availability of this information is the function the perceptual world is serving. What we conceive to be a representation of the outer world is, in fact, a presentation of how the brain's sensory responses to the world can be changed by intended movements (O'Regan & Noe È, 2001;Wolff, 1985Wolff, , 1986Wolff, , 1987Wolff, , 1999b. Therefore, in order to find the physiological basis of the perceptual world we do not have to look for a spatial structure.…”

Section: This Information Is Available From the Insider View And Is Ementioning

confidence: 99%

Wahrnehmungslernen durch Blickbewegungen

Cited by 7 publications

References 50 publications

Response–effect learning as a major component of implicit serial learning.

Response–effect learning as a major component of implicit serial learning.

Attentional focussing and spatial stimulus-response compatibility

Position of code and code for position: From isomorphism to a sensorimotor account of space perception

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