Task-irrelevant perceptual learning occurs only when the irrelevant feature is weak
نویسندگان
چکیده
منابع مشابه
Task-irrelevant learning occurs only when the irrelevant feature is weak
The role of attention in perceptual learning has been controversial. Numerous studies have reported that learning does not occur on stimulus features that are irrelevant to a subject's task [1,2] and have concluded that focused attention on a feature is necessary for a feature to be learned. In contrast, another line of studies has shown that perceptual learning occurs even on task-irrelevant f...
متن کاملIs Task-Irrelevant Learning Really Task-Irrelevant?
In the present study we address the question of whether the learning of task-irrelevant stimuli found in the paradigm of task-irrelevant learning (TIPL) [1]-[9] is truly task irrelevant. To test the hypothesis that associations that are beneficial to task-performance may develop between the task-relevant and task-irrelevant stimuli, or the task-responses and the task-irrelevant stimuli, we desi...
متن کاملThe phenomenon of task-irrelevant perceptual learning
Task-irrelevant perceptual learning (TIPL) has captured a growing interest in the field of perceptual learning. The basic phenomenon is that stimulus features that are irrelevant to a subject's task (i.e. convey no useful information to that task) can be learned due to their consistent presentation during task-performance. Here we review recent research on TIPL and focus on two key aspects of T...
متن کاملTask-irrelevant perceptual expertise.
Perceptual learning (PL) and perceptual expertise (PE) are two fields of visual training studies that investigate how practice improves visual performance. However, previous research suggests that PL can be acquired in a task-irrelevant manner while PE cannot and that PL is highly specific to the training objects and conditions while PE generalizes. These differences are difficult to interpret ...
متن کاملUnconsciously learning task-irrelevant perceptual sequences.
We demonstrated unconscious learning of task-irrelevant perceptual regularities in a Serial Reaction Time (SRT) task in both visual and auditory domains. Participants were required to respond to different letters ('F' or 'J', experiment 1) or syllables ('can' or 'you', experiment 2) which occurred in random order. Unbeknownst to participants, the color (red, green, blue or yellow) of the two le...
متن کاملذخیره در منابع من
با ذخیره ی این منبع در منابع من، دسترسی به آن را برای استفاده های بعدی آسان تر کنید
ژورنال
عنوان ژورنال: Journal of Vision
سال: 2010
ISSN: 1534-7362
DOI: 10.1167/8.6.478