The phenomenon of task-irrelevant perceptual learning
The phenomenon of task-irrelevant perceptual learning
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DOI：
10.1016/j.visres.2009.08.003
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发表时间：
2009-10-29
期刊：
影响因子：
1.8
通讯作者：
Watanabe, Takeo
中科院分区：
文献类型：
--
作者：
Seitz, Aaron R.;Watanabe, Takeo
任务无关感知学习（TIPL）在感知学习领域引起了越来越多的兴趣。基本现象是，与受试者任务无关的刺激特征（即对该任务没有任何有用的信息）可以被学习，因为它们在任务执行过程中呈现一致。在此，我们回顾了近年来关于TIPL的研究，并重点讨论了TIPL的两个关键方面；(1) TIPL中控制学习的机制；(2)通过TIPL学习了什么。我们发现TIPL是由任务处理或奖励触发的学习信号控制的。这些学习信号的作用是增强对个体刺激特征的处理，并在视觉处理的早期阶段产生可塑性。此外，我们讨论了最近的研究表明，TIPL并不反对注意理论，而是TIPL与注意一致。注意学习最能增强（或抑制）对已知任务相关刺激的处理，而TIPL则能增强对大脑原本处理不足的刺激的感知。2009爱思唯尔有限公司版权所有。
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 TIPL; (1) the mechanisms gating learning in TIPL, and (2) what is learned through TIPL. We show that TIPL is gated by learning signals that are triggered from task processing or by rewards. These learning signals operate to enhance processing of individual stimulus features and appear to result in plasticity in early stages of visual processing. Furthermore, we discuss recent research that demonstrates that TIPL is not in opposition to theories of attention but instead that TIPL operates in concert with attention. Where attentional learning is best to enhance (or suppress) processing of stimuli of known task relevance, TIPL serves to enhance perception of stimuli that are originally inadequately processed by the brain. (C) 2009 Elsevier Ltd. All rights reserved.