ATTENTIONAL CONTROL OF EARLY PERCEPTUAL-LEARNING
ATTENTIONAL CONTROL OF EARLY PERCEPTUAL-LEARNING
复制标题
DOI：
10.1073/pnas.90.12.5718
复制
发表时间：
1993-06-15
影响因子：
11.1
通讯作者：
HOCHSTEIN, S
中科院分区：
文献类型：
--
作者：
AHISSAR, M;HOCHSTEIN, S
成年人在简单视觉任务中的表现随着练习而显著提高。这种改善是高度特定于训练刺激的基本属性，这表明潜在的变化发生在大脑的低级别处理阶段，其中不同的方向和空间频率由不同的通道处理。我们问这些练习效果是否仅由刺激驱动机制中的活动决定，或者与感知任务相关的高水平注意力机制是否可能控制学习过程。我们发现，练习一个任务并没有提高性能的替代任务，即使这两个任务使用完全相同的视觉刺激，但依赖于不同的刺激属性（无论是局部元素的方向或全球形状）。此外，即使实验的设计使得相同的反应与相同的刺激相关联（尽管受试者被指示关注一项任务背后的属性），学习也不会从一项任务转移到另一项任务。这些结果表明，特定的高层次注意机制，控制在早期的视觉处理水平的变化，是必不可少的知觉学习。
The performance of adult humans in simple visual tasks improves dramatically with practice. This improvement is highly specific to basic attributes of the trained stimulus, suggesting that the underlying changes occur at low-level processing stages in the brain, where different orientations and spatial frequencies are handled by separate channels. We asked whether these practice effects are determined solely by activity in stimulus-driven mechanisms or whether high-level attentional mechanisms, which are linked to the perceptual task, might control the learning process. We found that practicing one task did not improve performance in an alternative task, even though both tasks used exactly the same visual stimuli but depended on different stimulus attributes (either orientation of local elements or global shape). Moreover, even when the experiment was designed so that the same responses were associated with the same stimuli (although subjects were instructed to attend to the attribute underlying one task), learning did not transfer from one task to the other. These results suggest that specific high-level attentional mechanisms, controlling changes at early visual processing levels, are essential in perceptual learning.