Systematic Psychophysical Investigation of Visual Learning.

视觉学习的系统心理物理学研究。

• 批准号: 8578850
• 负责人: Takeo Watanabe
• 金额: $ 40.63万
• 依托单位: BROWN UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-04-01 至 2015-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8578850
• 关键词: Accounting; Behavioral; Brain; Brain imaging; Characteristics; Clinical Research; Cognitive; Conflict (Psychology); Consensus; Decision Making; Diagnosis; Disease; Failure; Funding; Goals; Grant; Influentials; Investigation; Knowledge; Lead; Learning; Lesion; Location; Methods; Modeling; Monkeys; Patients; Perceptual learning; Performance; Physiological; Procedures; Psychological reinforcement; Psychophysics; Rehabilitation therapy; Research; Research Personnel; Research Subjects; Retinal; Sensory; Series; Signal Transduction; Specificity; Staging; Stimulus; Task Performances; Testing; Theoretical model; Training; Uncertainty; Vision; Visual; Visual system structure; Weight; base; brain disorder therapy; falls; improved; information processing; public health relevance; research study; success; tool; visual information; visual learning

DESCRIPTION (provided by applicant): This is a proposal for competitive renewal of the currently funded R01 grant entitled "Systematic psychophysical investigation of visual learning". Visual perceptual learning (VPL) is regarded as a promising tool that can help clarify important aspects of visual and brain plasticity. Our long-term goal is to delineate general rules that govern VPL, and to gain a better understanding of the mechanisms of visual and brain plasticity. During the currently supported period, we have attained great success in clarifying the characteristics of perceptual and behavioral changes under VPL, often by examining how performance at or around a trained feature value is changed as a result of visual training. However, new serious controversies about the mechanisms of VPL have emerged. One controversy concerns the locus of VPL, or the visual and brain information processing stage that is changed in association with VPL. The other concerns how VPL with location specificity or transfer is developed during training. We will conduct systematic psychophysical research with the aim of building two separate but related models, each of which concerns where or how VPL is developed to resolve each of these controversies, so that these two models will be integrated to a unified model of VPL. In Aim 1, we will attempt to resolve the controversy about the locus of VPL by developing a two-stage model that can account for both the findings that support low-level changes and those that support higher-level stages, without denying either evidence for the low-level or higher-level models. By conducting a variety of experiments with different types of tasks, stimuli and procedures, we will psychophysically test the validity of this two-stage model as well as existing models. In Aim 2, we will attempt to resolve the second controversy. The reduction of the degree of location specificity by double training has exposed serious limitations in how existing models explain location specificity. Thus far, no theoretical model has been proposed that can clearly explain how location specificity occurs by single training, as well as how location specificity is weakened/eliminated by double training. Based on our recent finding of elimination of VPL followed by reactivation and our influential reinforcement model, we will build the reinforcement reactivation model that assumes that the elimination of location specificity after double training is due to a failure to reconsolidate location specific learning tat was reactivated by reinforcement signals. In a series of experiments, we will test the validity of this reinforcement reactivation model and other existing models. In both aims, results of experiments will also be used to further refine the proposed models to most suitably account for where and how VPL is developed. Examinations of these aims will help to achieve our long-term goal of clarifying general functional rules that govern VPL.

描述（由申请人提供）：这是一个竞争性更新的建议，目前资助的R 01赠款题为“视觉学习的系统心理物理研究”。视觉感知学习（VPL）被认为是一个有前途的工具，可以帮助澄清视觉和大脑可塑性的重要方面。我们的长期目标是描绘出支配VPL的一般规则，并更好地理解视觉和大脑可塑性的机制。在目前支持的时期内，我们在澄清VPL下感知和行为变化的特征方面取得了巨大的成功，通常是通过检查训练特征值或其周围的性能如何因视觉训练而改变。然而，关于VPL的机制出现了新的严重争议。一个争议涉及VPL的位点，或与VPL相关的视觉和大脑信息处理阶段的变化。另一个是关于VPL的位置特异性或迁移是如何在训练过程中发展的。我们将进行系统的心理物理学研究，目的是建立两个独立但相关的模型，每个模型都涉及VPL在哪里或如何发展，以解决这些争议，使这两个模型将被整合到一个统一的VPL模型。 在目标1中，我们将试图通过开发一个两阶段模型来解决关于VPL轨迹的争议，该模型可以解释支持低水平变化的发现和支持高水平阶段的发现，而不否认低水平或高水平模型的证据。通过对不同类型的任务、刺激和程序进行各种实验，我们将从心理学的角度检验这个两阶段模型以及现有模型的有效性。 在目标2中，我们将试图解决第二个争议。双重训练降低了位置特异性的程度，暴露了现有模型解释位置特异性的严重局限性。到目前为止，还没有理论模型 已经提出了可以清楚地解释如何通过单次训练发生位置特异性，以及如何通过双次训练削弱/消除位置特异性。基于我们最近发现的VPL消除后再激活和我们有影响力的强化模型，我们将建立强化再激活模型，假设双重训练后位置特异性的消除是由于未能重新巩固位置特异性学习达特它被强化信号重新激活。在一系列的实验中，我们将测试这个强化再激活模型和其他现有模型的有效性。 在这两个目标中，实验结果也将用于进一步完善拟议的模型，以最适当地说明VPL在哪里以及如何发展。对这些目标的考察将有助于实现我们的长期目标，即澄清管理VPL的一般功能规则。