scholarly journals Temporal dynamics in auditory perceptual learning: Impact of sequencing and incidental learning.

2013 ◽  
Vol 39 (1) ◽  
pp. 270-276 ◽  
Author(s):  
Barbara A. Church ◽  
Eduardo Mercado ◽  
Matthew G. Wisniewski ◽  
Estella H. Liu
Keyword(s):  
Perceptual Learning ◽  
Incidental Learning ◽  
Temporal Dynamics

Temporal dynamics of auditory perceptual learning: Impact of progressive order

2010 ◽  
Author(s):  
Matthew G. Wisniewski ◽  
Barbara A. Church ◽  
Estella H. Liu ◽  
Eduardo Mercado
Keyword(s):  
Perceptual Learning ◽  
Temporal Dynamics

scholarly journals Effects of perceptual learning on the temporal dynamics of perceptual decision

2010 ◽  
Vol 6 (6) ◽  
pp. 155-155
Author(s):  
W. Chu ◽  
Z.-L. Lu ◽  
B. A. Dosher
Keyword(s):  
Perceptual Learning ◽  
Temporal Dynamics ◽  
Perceptual Decision

Dichotomy in perceptual learning of interval timing: calibration of mean accuracy and precision differ in specificity and time course

2013 ◽  
Vol 109 (2) ◽  
pp. 344-362 ◽  
Author(s):  
Hansem Sohn ◽  
Sang-Hun Lee
Keyword(s):  
Perceptual Learning ◽  
Time Course ◽  
Temporal Dynamics ◽  
Interval Timing ◽  
Time Interval ◽  
Psychophysical Experiment ◽  
Subjective Time ◽  
Sensory Stimuli ◽  
Accuracy And Precision ◽  
Observer Model

Our brain is inexorably confronted with a dynamic environment in which it has to fine-tune spatiotemporal representations of incoming sensory stimuli and commit to a decision accordingly. Among those representations needing constant calibration is interval timing, which plays a pivotal role in various cognitive and motor tasks. To investigate how perceived time interval is adjusted by experience, we conducted a human psychophysical experiment using an implicit interval-timing task in which observers responded to an invisible bar drifting at a constant speed. We tracked daily changes in distributions of response times for a range of physical time intervals over multiple days of training with two major types of timing performance, mean accuracy and precision. We found a decoupled dynamics of mean accuracy and precision in terms of their time course and specificity of perceptual learning. Mean accuracy showed feedback-driven instantaneous calibration evidenced by a partial transfer around the time interval trained with feedback, while timing precision exhibited a long-term slow improvement with no evident specificity. We found that a Bayesian observer model, in which a subjective time interval is determined jointly by a prior and likelihood function for timing, captures the dissociative temporal dynamics of the two types of timing measures simultaneously. Finally, the model suggested that the width of the prior, not the likelihoods, gradually shrinks over sessions, substantiating the important role of prior knowledge in perceptual learning of interval timing.

scholarly journals Perceptual learning evidence for an interval- and modality-invariant representation of subsecond time

2019 ◽  
Author(s):  
Ying-Zi Xiong ◽  
Shu-Chen Guan ◽  
Cong Yu
Keyword(s):  
Perceptual Learning ◽  
Time Perception ◽  
Temporal Dynamics ◽  
Visual Modality ◽  
Central Theme ◽  
Invariant Representation ◽  
Timing Mechanisms ◽  
Modality Specificity ◽  
The Brain ◽  
Transfer Interval

AbstractA central theme in time perception research is whether subsecond timing relies on a dedicated centralized clock, or on distributed neural temporal dynamics. A fundamental constraint is the interval- and modality-specificity in perceptual learning of temporal interval discrimination (TID), which argues against a dedicated centralized clock, but is more consistent with multiple distributed mechanisms. Here we demonstrated an abstract, interval- and modality-invariant, representation of subsecond time in the brain. Participants practiced TID at a specific interval (100 ms), and received exposure to a transfer interval (200 ms), or to a different auditory/visual modality, through training of an orthogonal task. This double training enabled complete transfer of TID learning to the untrained interval, and mutual complete transfer between visual and auditory modalities. These results demonstrate an interval- and modality-invariant representation of subsecond time, which resembles a centralized clock, on top of the known distributed timing mechanisms and their readout and integration.

scholarly journals Components of Event-Related Potentials in studies of perceptual learning

2020 ◽  
Vol 9 (2) ◽  
pp. 34-45
Author(s):  
D.F. Kleeva ◽  
A.B. Rebreikina ◽  
O.V. Sysoeva
Keyword(s):  
Perceptual Learning ◽  
Temporal Dynamics ◽  
Experimental Studies ◽  
Event Related Potentials ◽  
Objective Evaluation ◽  
High Temporal Resolution ◽  
Long Term Effects ◽  
Neurophysiological Studies ◽  
Related Potentials ◽  
Spatio Temporal

Perceptual learning is defined by increased effectiveness of completing perceptual tasks as a result of experience or training. This review presents the analysis of changes in the components of event-related potentials (ERPs) after visual and auditory perceptual learning in humans. The use of the EEG method, which has a high temporal resolution, makes it possible to trace the spatio-temporal dynamics of changes in the functioning of the brain during learning, which remains hidden in behavioral experimental studies. A review of neurophysiological studies indicates that perceptual learning induces changes across all levels of cortical hierarchy, starting with the early sensory components of ERPs (C1) and ending with the later integrative components (N170, MMN, P2). We also analyzed the short-term and long-term effects of learning. The reviewed neurophysiological data can serve as the basis for the development of new approaches of effective learning, as well as for the objective evaluation of existing methodics by assessing neuronal dynamics at different stages of stimuli processing.

Perceptual Learning of Vocoded Speech With and Without Contralateral Hearing: Implications for Cochlear Implant Rehabilitation

2020 ◽  
pp. 1-10
Author(s):  
Martin Chavant ◽  
Alexis Hervais-Adelman ◽  
Olivier Macherey
Keyword(s):  
Cochlear Implant ◽  
Perceptual Learning ◽  
Speech Signal ◽  
Training Phase ◽  
Monosyllabic Words ◽  
Low Pass ◽  
Contralateral Ear ◽  
Number Of Individuals ◽  
Insight Into ◽  
Vocoded Speech

Purpose An increasing number of individuals with residual or even normal contralateral hearing are being considered for cochlear implantation. It remains unknown whether the presence of contralateral hearing is beneficial or detrimental to their perceptual learning of cochlear implant (CI)–processed speech. The aim of this experiment was to provide a first insight into this question using acoustic simulations of CI processing. Method Sixty normal-hearing listeners took part in an auditory perceptual learning experiment. Each subject was randomly assigned to one of three groups of 20 referred to as NORMAL, LOWPASS, and NOTHING. The experiment consisted of two test phases separated by a training phase. In the test phases, all subjects were tested on recognition of monosyllabic words passed through a six-channel “PSHC” vocoder presented to a single ear. In the training phase, which consisted of listening to a 25-min audio book, all subjects were also presented with the same vocoded speech in one ear but the signal they received in their other ear differed across groups. The NORMAL group was presented with the unprocessed speech signal, the LOWPASS group with a low-pass filtered version of the speech signal, and the NOTHING group with no sound at all. Results The improvement in speech scores following training was significantly smaller for the NORMAL than for the LOWPASS and NOTHING groups. Conclusions This study suggests that the presentation of normal speech in the contralateral ear reduces or slows down perceptual learning of vocoded speech but that an unintelligible low-pass filtered contralateral signal does not have this effect. Potential implications for the rehabilitation of CI patients with partial or full contralateral hearing are discussed.

Limitations to the Spacing Effect

2005 ◽  
Vol 52 (4) ◽  
pp. 257-263 ◽  
Author(s):  
Peter P. J. L. Verkoeijen ◽  
Remy M. J. P. Rikers ◽  
Henk G. Schmidt
Keyword(s):  
Free Recall ◽  
Phase Retrieval ◽  
Incidental Learning ◽  
Factor Model ◽  
Recall Performance ◽  
Spacing Effect ◽  
Word List ◽  
Intentional Learning ◽  
Study Phase ◽  
Learning Condition

Abstract. The spacing effect refers to the finding that memory for repeated items improves when the interrepetition interval increases. To explain the spacing effect in free-recall tasks, a two-factor model has been put forward that combines mechanisms of contextual variability and study-phase retrieval (e.g., Raaijmakers, 2003 ; Verkoeijen, Rikers, & Schmidt, 2004 ). An important, yet untested, implication of this model is that free recall of repetitions should follow an inverted u-shaped relationship with interrepetition spacing. To demonstrate the suggested relationship an experiment was conducted. Participants studied a word list, consisting of items repeated at different interrepetition intervals, either under incidental or under intentional learning instructions. Subsequently, participants received a free-recall test. The results revealed an inverted u-shaped relationship between free recall and interrepetition spacing in both the incidental-learning condition and the intentional-learning condition. Moreover, for intentionally learned repetitions, the maximum free-recall performance was located at a longer interrepetition interval than for incidentally learned repetitions. These findings are interpreted in terms of the two-factor model of spacing effects in free-recall tasks.

Effects of Monetary Incentives on Task Switching

2012 ◽  
Vol 59 (4) ◽  
pp. 216-226 ◽  
Author(s):  
Thomas Kleinsorge ◽  
Gerhard Rinkenauer
Keyword(s):  
Task Switching ◽  
Temporal Dynamics ◽  
Reward Processing ◽  
General Level ◽  
Monetary Incentives ◽  
Switch Costs ◽  
Expectancy Effect ◽  
Reward Expectancy ◽  
Trial Basis

In two experiments, effects of incentives on task switching were investigated. Incentives were provided as a monetary bonus. In both experiments, the availability of a bonus varied on a trial-to-trial basis. The main difference between the experiments relates to the association of incentives to individual tasks. In Experiment 1, the association of incentives to individual tasks was fixed. Under these conditions, the effect of incentives was largely due to reward expectancy. Switch costs were reduced to statistical insignificance. This was true even with the task that was not associated with a bonus. In Experiment 2, there was a variable association of incentives to individual tasks. Under these conditions, the reward expectancy effect was bound to conditions with a well-established bonus-task association. In conditions in which the bonus-task association was not established in advance, enhanced performance of the bonus task was accompanied by performance decrements with the task that was not associated with a bonus. Reward expectancy affected mainly the general level of performance. The outcome of this study may also inform recently suggested neurobiological accounts about the temporal dynamics of reward processing.

Sign in / Sign up

Export Citation Format

Share Document