Perceptual Learning Is Specific to the Trained Structure of Information
Perceptual Learning Is Specific to the Trained Structure of Information
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DOI：
10.1162/jocn_a_00453
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发表时间：
2013-12-01
影响因子：
3.2
通讯作者：
Ahissar, Merav
中科院分区：
文献类型：
--
作者：
Cohen, Yamit;Daikhin, Luba;Ahissar, Merav
当我们练习一个简单的知觉任务时，我们学到了什么？许多研究表明，我们学会提炼或更好地选择与任务相关的维度的感觉表征。在这里，我们表明，学习是特定于训练的结构化神经元。具体地说，当这个结构在训练后用固定的时间结构进行修改时，即使保留了训练过的刺激和任务，性能也会回归到训练前的水平。这种特异性提出了关于学习过程中低级感觉改变的重要性的关键问题。我们对两组参与者进行了为期几天的双音频率辨别任务培训。在一组中，在第一个间隔中始终呈现固定的参考音调（第二个音调更高或更低），而在另一组中，在第二个间隔中始终呈现相同的参考音调。当以下的培训，这些时间协议组之间切换，两组的性能回归到训练前的水平，并需要进一步的培训，以达到学习后的性能。培训前后的ERP测量表明，参与者隐性学习了协议的时间规律性，并形成了一个与培训信息结构相匹配的注意模板。这些结果与反向层次理论是一致的，该理论认为，即使是简单的感知任务的学习也是以自上而下的方式进行的，因此可以在试验水平上受益于时间重复，尽管学习可能是特定于这些重复的潜在代价。
What do we learn when we practice a simple perceptual task? Many studies have suggested that we learn to refine or better select the sensory representations of the task-relevant dimension. Here we show that learning is specific to the trained structural regularities. Specifically, when this structure is modified after training with a fixed temporal structure, performance regresses to pretraining levels, even when the trained stimuli and task are retained. This specificity raises key questions as to the importance of low-level sensory modifications in the learning process. We trained two groups of participants on a two-tone frequency discrimination task for several days. In one group, a fixed reference tone was consistently presented in the first interval (the second tone was higher or lower), and in the other group the same reference tone was consistently presented in the second interval. When following training, these temporal protocols were switched between groups, performance of both groups regressed to pretraining levels, and further training was needed to attain postlearning performance. ERP measures, taken before and after training, indicated that participants implicitly learned the temporal regularity of the protocol and formed an attentional template that matched the trained structure of information. These results are consistent with Reverse Hierarchy Theory, which posits that even the learning of simple perceptual tasks progresses in a top-down manner, hence can benefit from temporal regularities at the trial level, albeit at the potential cost that learning may be specific to these regularities.