Perceptual learning of spatiotemporal events: evidence from an unfamiliar modality.
Perceptual learning of spatiotemporal events: evidence from an unfamiliar modality.
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时空事件的感知学习：来自不熟悉的方式的证据。
DOI：
10.1037//0096-1523.15.1.28
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发表时间：
1989
期刊：
影响因子：
--
通讯作者：
Bach-y-Rita,P
中科院分区：
文献类型：
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作者：
Epstein,W;Hughes,B;Schneider,SL;Bach-y-Rita,P
知觉学习进行了研究，在两个实验中，受试者，最初不熟悉的振动触觉刺激，需要确定动态的振动触觉模式与静态的视觉模式相同的二维形状。在实验1中，我们研究了各种振动触觉的空间和时间条件下的性能与实践的变化。在实验2中，我们研究了从一组振动触觉模式到另一组不同的学习转移。在这两个实验中，受试者都没有被告知结果。在实验1中观察到大量的知觉学习（提高识别与实践），虽然少数科目没有表现出改善。实验2证实了实验1的一般结果，也提供了大量的正迁移的证据。在这两个实验中，多维尺度的模式混淆数据显示，实践（和改进识别）并没有从质量上改变模式的相对易混淆性，这表明模式的（信息）结构，无论熟悉一组特定的模式，确定易混淆性。EJ和JJ吉布森提供的学习结构的研究结果进行了解释。我们的结论是考虑的前景，连接机制可以解释所观察到的感知学习。（PsycInfo数据库记录（c）2016阿帕，保留所有权利）
Perceptual learning was examined in two experiments in which subjects, originally unfamiliar with vibrotactile stimulation, were required to identify dynamic vibrotactile patterns with static visual patterns of the same two-dimensional shapes. In Experiment 1 we examined changes in performance with practice under a variety of vibrotactile spatial and temporal conditions. In Experiment 2 we investigated transfer of learning from one set of vibrotactile patterns to another different set. In neither experiment were subjects supplied with knowledge of results. Substantial perceptual learning (improvement in identification with practice) was observed in Experiment 1, although a minority of subjects did not exhibit improvement. Experiment 2 confirmed the general findings of Experiment 1 and also provided evidence of substantial positive transfer. In both experiments, multidimensional scaling of pattern confusion data revealed that practice (and improvement in identification) did not qualitatively change the relative confusability of patterns, suggesting that the (informative) structure of the patterns, irrespective of familiarity with a specific set of patterns, determined confusability. The findings are interpreted in terms of learning constructs offered by EJ and JJ Gibson. We conclude by considering the prospects that a connectionist mechanism can account for the observed perceptual learning.(PsycINFO Database Record (c) 2016 APA, all rights reserved)