Effects of stimulus and task structure on temporal perceptual learning.
Effects of stimulus and task structure on temporal perceptual learning.
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DOI：
10.1038/s41598-020-80192-6
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发表时间：
2021-01-12
影响因子：
4.6
通讯作者：
Watanabe T
中科院分区：
文献类型：
--
作者：
Xu R;Church RM;Sasaki Y;Watanabe T
我们辨别时间间隔的能力可以通过练习来提高。这种学习通常被认为反映了训练区间的表示的增强，这导致了时间辨别的区间特定的改善。在本研究中，我们问时间学习是否进一步受到特定于上下文的因素，通过训练的刺激和任务结构。两组参与者接受了为期5天的单间隔听觉辨别任务训练。训练间隔是8个预定值之一（FI组），或随机从试验到试验（RI组）。在训练期间之前和之后，我们使用未经训练的两个时间间隔比较任务测量辨别性能。我们的研究结果显示，FI组有选择性改善，而RI组无。然而，这种学习并没有在训练和未训练的任务之间推广。这些结果突出了TPL对刺激和任务结构的敏感性，表明时间学习的机制依赖于时间表征变化之外的过程。
Our ability to discriminate temporal intervals can be improved with practice. This learning is generally thought to reflect an enhancement in the representation of a trained interval, which leads to interval-specific improvements in temporal discrimination. In the present study, we asked whether temporal learning is further constrained by context-specific factors dictated through the trained stimulus and task structure. Two groups of participants were trained using a single-interval auditory discrimination task over 5 days. Training intervals were either one of eight predetermined values (FI group), or random from trial to trial (RI group). Before and after the training period, we measured discrimination performance using an untrained two-interval temporal comparison task. Our results revealed a selective improvement in the FI group, but not the RI group. However, this learning did not generalize between the trained and untrained tasks. These results highlight the sensitivity of TPL to stimulus and task structure, suggesting that mechanisms of temporal learning rely on processes beyond changes in interval representation.
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