Orientation-Specific Learning in Stereopsis

Perception ◽  
1973 ◽  
Vol 2 (3) ◽  
pp. 371-376 ◽  
Author(s):  
V S Ramachandran ◽  
O Braddick
Keyword(s):  
Perceptual Learning ◽  
Learning Effect ◽  
Oblique Line ◽  
Training Period ◽  
Stereo Pair ◽  
Oblique Orientation ◽  
Perception Time ◽  
Line Elements ◽  
Specific Learning

Inexperienced observers show a delay before experiencing the stereoscopic percept from a random-dot stereo pair. This perception time is progressively reduced with repeated exposures of the stereogram. We have investigated the specificity of this perceptual learning effect, using stereograms made up of short oblique line elements. Learning with a stereogram consisting of 45° line elements transferred completely to an uncorrelated pattern with the same element orientation, but there was a marked failure of transfer to a pattern whose elements had the opposed oblique orientation. Thus the stereoscopic skill that has been acquired may be specific to those orientation analysers that were stimulated during the training period.

A Nonspecific Learning Effect in the Perception of Random-Dot Stereograms?

Perception ◽  
1982 ◽  
Vol 11 (1) ◽  
pp. 93-95 ◽  
Author(s):  
John Weinman ◽  
Vicky Cooke
Keyword(s):  
Learning Effect ◽  
Prior Experience ◽  
Naive Group ◽  
Random Dot Stereograms ◽  
Perception Time ◽  
The Mean

An experiment is reported the object of which was to check whether a small amount of nonspecific experience in perceiving random-dot stereograms could facilitate the perception of a previously unseen stereogram. The mean stereopsis perception time of a group of totally naive subjects was found to be significantly slower than that of a group who had previously been shown two different stereograms. Closer inspection of the data showed that this difference was primarily due to approximately one third of the naive group who were much slower than the ‘experienced’ group. It is therefore suggested that nonspecific experience provides most initial help for relatively slow perceivers, since many naive subjects can perform as well as those with prior experience of other stereograms.

scholarly journals Empirical Study on Effects of Self-Correction in Crowdsourced Microtasks

2021 ◽  
Vol 8 ◽  
Author(s):  
Masaki Kobayashi ◽  
Hiromi Morita ◽  
Masaki Matsubara ◽  
Nobuyuki Shimizu ◽  
Atsuyuki Morishima
Keyword(s):  
Perceptual Learning ◽  
Learning Effect ◽  
The Self ◽  
Long Term Effects ◽  
Learning Potential ◽  
Second Stage ◽  
Complementary Approach ◽  
Additional Costs ◽  
Statistical Algorithms

Self-correction for crowdsourced tasks is a two-stage setting that allows a crowd worker to review the task results of other workers; the worker is then given a chance to update their results according to the review.Self-correction was proposed as a complementary approach to statistical algorithms, in which workers independently perform the same task.It can provide higher-quality results with low additional costs. However, thus far, the effects have only been demonstrated in simulations, and empirical evaluations are required.In addition, as self-correction provides feedback to workers, an interesting question arises: whether perceptual learning is observed in self-correction tasks.This paper reports our experimental results on self-corrections with a real-world crowdsourcing service.We found that:(1) Self-correction is effective for making workers reconsider their judgments.(2) Self-correction is effective more if workers are shown the task results of higher-quality workers during the second stage.(3) A perceptual learning effect is observed in some cases. Self-correction can provide feedback that shows workers how to provide high-quality answers in future tasks.(4) A Perceptual learning effect is observed, particularly with workers who moderately change answers in the second stage. This suggests that we can measure the learning potential of workers.These findings imply that requesters/crowdsourcing services can construct a positive loop for improved task results by the self-correction approach.However, (5) no long-term effects of the self-correction task were transferred to other similar tasks in two different settings.

Attention to perceive, to learn and to respond

2018 ◽  
Vol 72 (2) ◽  
pp. 335-345 ◽  
Author(s):  
Geoffrey Hall ◽  
Gabriel Rodríguez
Keyword(s):  
Perceptual Learning ◽  
Learning Effect ◽  
Stimulus Element ◽  
Learning Effects ◽  
Special Issue ◽  
Alternative Account ◽  
Theoretical Perspectives ◽  
Stimulus Salience ◽  
Attentional Learning ◽  
The Way

Mackintosh and his collaborators put forward an account of perceptual learning effects based, in part, on learned changes in stimulus salience. In the workshop held to mark Mackintosh’s retirement, and published as a special issue of this journal, Hall discussed Mackintosh’s theory and proposed his own alternative account. We now want to take the story forward in the light of findings and theoretical perspectives that have emerged since then. Specifically, we will argue that neither Mackintosh nor Hall was correct in his account of the principles that govern how changes in salience occur. Both supposed (in different ways) that such changes depend on the way in which the stimulus (or stimulus element) is predicted by another event. In contrast, theories of attentional learning have stressed the notion that changes in the properties of a stimulus might depend on the way in which it predicts its consequences. These theories have been concerned with attention-for-learning (associability). We now consider how the general principle they both employ might be relevant to the other forms of attention (for perception and for performance) that are, we will argue, critical for the perceptual learning effect.

Effects of varying the amount of preexposure to spatial cues on a subsequent navigation task

2000 ◽  
Vol 53 (2b) ◽  
pp. 139-148 ◽  
Author(s):  
José Prados
Keyword(s):  
Perceptual Learning ◽  
Learning Effect ◽  
Swimming Pool ◽  
Facilitatory Effect ◽  
Spatial Cues ◽  
Fixed Position ◽  
Navigation Task ◽  
Subsequent Learning ◽  
Preexposure Phase ◽  
Associative Analysis

In each of two experiments rats were preexposed to four compound landmarks (AX, BX, CX, and DX) one at a time; they were then trained to find a submerged platform located in a fixed position in a swimming pool using these same landmarks. When the preexposure was SHORT (4 sessions) it facilitated subsequent learning (a perceptual learning effect), whereas when rats were given a LONG preexposure phase (8 sessions) this facilitatory effect disappeared. EXTRA-LONG preexposure (16 sessions) reversed the facilitatory effect—that is to say, we observed retarded learning. The results show that rats’ ability to navigate towards an invisible goal is affected by the length of their preexposure to the spatial cues that signal the location of the goal. These data are consistent with an associative analysis of the swimming pool navigation task.

Learning to Discriminate Face Views

2010 ◽  
Vol 104 (6) ◽  
pp. 3305-3311 ◽  
Author(s):  
Taiyong Bi ◽  
Nihong Chen ◽  
Qiujie Weng ◽  
Dongjun He ◽  
Fang Fang
Keyword(s):  
Perceptual Learning ◽  
Visual Processing ◽  
Learning Effect ◽  
Visual Features ◽  
Complex Object ◽  
Trained Subjects ◽  
Configural Information ◽  
Face Images ◽  
The Face ◽  
Face View

Although perceptual learning of simple visual features has been studied extensively and intensively for many years, we still know little about the mechanisms of perceptual learning of complex object recognition. In a series of seven experiments, human perceptual learning in discrimination of in-depth orientation of face view was studied using psychophysical methods. We trained subjects to discriminate face orientations around a face view (i.e., 30°) over eight daily sessions, which resulted in a significant improvement in sensitivity to the face view orientation. This improved sensitivity was highly specific to the trained orientation and persisted up to 6 mo. Different from perceptual learning of simple visual features, this orientation-specific learning effect could completely transfer across changes in face size, visual field, and face identity. A complete transfer also occurred between two partial face images that were mutually exclusive but constituted a complete face. However, the transfer of the learning effect between upright and inverted faces and between a face and a paperclip object was very weak. These results shed light on the mechanisms of the perceptual learning of face view discrimination. They suggest that the visual system had learned how to compute face orientation from face configural information more accurately and that a large amount of plastic changes took place at a level of higher visual processing where size-, location-, and identity-invariant face views are represented.

scholarly journals Analysis of the Perceptual Learning Effect in Flavour Aversion Learning: Evidence for Stimulus Differentiation

2002 ◽  
Vol 55 (2b) ◽  
pp. 153-169 ◽  
Author(s):  
Esther Mondragón ◽  
Geoffrey Hall
Keyword(s):  
Perceptual Learning ◽  
Learning Effect ◽  
Aversion Learning ◽  
Common Elements ◽  
Group I ◽  
Reverse Pattern ◽  
Separate Block ◽  
Group B

Rats received exposure to two compound flavours, AX and BX, where A and B were sucrose and saline and X was acid. For group intermixed (I), exposure consisted of alternating trials with AX and BX; group blocked (B) received a block of AX trials and a separate block of BX trials. Experiment 1 showed that generalization to BX after conditioning with AX was less profound in group I than in group B. Separate examination of the elements of the compound showed that the source of this difference lay in the strength acquired by the X element. X acquired less strength in group I than in group B (Experiments 1 and 2), whereas for the A element (Experiments 3 and 4) the reverse pattern was obtained. These results support the proposal that the perceptual learning effect (restricted generalization from AX to BX in group I) depends on a process that enhances the effectiveness of unique stimulus elements (A and B) and reduces that of common elements (such as X).

scholarly journals Empirical Study on Effects of Self-Correction in Crowdsourced Microtasks

2021 ◽  
Vol 8 ◽  
Author(s):  
Masaki Kobayashi ◽  
Hiromi Morita ◽  
Masaki Matsubara ◽  
Nobuyuki Shimizu ◽  
Atsuyuki Morishima
Keyword(s):  
Perceptual Learning ◽  
Learning Effect ◽  
The Self ◽  
Long Term Effects ◽  
Learning Potential ◽  
Second Stage ◽  
Complementary Approach ◽  
Additional Costs ◽  
Statistical Algorithms

Self-correction for crowdsourced tasks is a two-stage setting that allows a crowd worker to review the task results of other workers; the worker is then given a chance to update their results according to the review.Self-correction was proposed as a complementary approach to statistical algorithms, in which workers independently perform the same task.It can provide higher-quality results with low additional costs. However, thus far, the effects have only been demonstrated in simulations, and empirical evaluations are required.In addition, as self-correction provides feedback to workers, an interesting question arises: whether perceptual learning is observed in self-correction tasks.This paper reports our experimental results on self-corrections with a real-world crowdsourcing service.We found that:(1) Self-correction is effective for making workers reconsider their judgments.(2) Self-correction is effective more if workers are shown the task results of higher-quality workers during the second stage.(3) A perceptual learning effect is observed in some cases. Self-correction can provide feedback that shows workers how to provide high-quality answers in future tasks.(4) A Perceptual learning effect is observed, particularly with workers who moderately change answers in the second stage. This suggests that we can measure the learning potential of workers.These findings imply that requesters/crowdsourcing services can construct a positive loop for improved task results by the self-correction approach.However, (5) no long-term effects of the self-correction task were transferred to other similar tasks in two different settings.

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