知觉学习是指由于训练或经验而引起的知觉能力变化(Goldstone, 1998)。知觉学习包括任务相关的学习（TRPL）和任务无关的知觉学习（TIPL）。虽然TIPL作为一种无意识的自发的学习方式和我们的日常生活息息相关，但主流研究一直以来大多以TRPL为研究对象，因而我们对TIPL的了解非常有限。本研究正是以TIPL为研究对象，首先通过心理物理学手段探讨TIPL的发生机制、影响因素以及TIPL的特异性产生的机制，并尝试用基于TRPL提出的学习理论来研究和理解TIPL的一些现象，以探索统一两者的可能性。其次使用fMRI和ERP方法探讨TIPL的发生以及其特异性的脑机制。最后，本研究试图将TIPL的相关研究成果应用到具有学习和迁移障碍的自闭症群体，观察他们是否能够和正常人一样进行TIPL，探讨导致他们可能无法学习以及导致学习过度特异的原因，最后我们还试图通过改进训练范式来促进学习以及迁移。

Perceptual learning is the process of improving our perceptual skills via massive training (Goldstone, 1998). There are two subtypes of perceptual leaning: task-relevant perceptual learning (TRPL) and task-irrelevant perceptual learning (TIPL). TIPL is a process that we learn unconsciously and spontaneously, which is highly correlated with our daily life. However, currently most perceptual learning studies have been focusing on TRPL, while existing literature about TIPL is quite limited. In the current program, we aim at investigating mechanisms of TIPL. In the first part of this project, we will use psychophysical method to study the prerequisites of TIPL, and the potential factors that might gate the generalization of TIPL. Based on these psychophysical data, we will try to follow the rational of Rule-based-leaning model developed by our previous TRPL studies (J. Y. Zhang et al., 2010) to explain current TIPL results. In the third part of this project, we will further investigate into the neural mechanisms of TIPL and its specificity by ERP and fMRI technology. In the final part, we will investigate TIPL in Autism Spectrum Disorder (ASD) patients who always show atypical learning and over-specificity of learning, we will compare the underlying mechanisms of TIPL in ASD patients and normal subjects, and develop better training paradigms for ASD patients.