Learning & perception最新文献

英文中文

The other kind of perceptual learning 另一种感知学习

Learning & perception

Pub Date : 2009-05-07 DOI: 10.1556/LP.1.2009.1.6

J. Fiser

Abstract In the present review we discuss an extension of classical perceptual learning called the observational learning paradigm. We propose that studying the process how humans develop internal representation of their environment requires modifications of the original perceptual learning paradigm which lead to observational learning. We relate observational learning to other types of learning, mention some recent developments that enabled its emergence, and summarize the main empirical and modeling findings that observational learning studies obtained. We conclude by suggesting that observational learning studies have the potential of providing a unified framework to merge human statistical learning, chunk learning and rule learning.

在本综述中，我们讨论了经典知觉学习的延伸，即观察学习范式。我们提出，研究人类如何发展对环境的内部表征的过程需要修改导致观察学习的原始感知学习范式。我们将观察学习与其他类型的学习联系起来，提到了使其出现的一些最新发展，并总结了观察学习研究获得的主要实证和建模发现。我们的结论是，观察学习研究有可能提供一个统一的框架来融合人类统计学习、块学习和规则学习。

引用次数: 5

Perceptual learning as a tool for boosting working memory among individuals with reading and learning disability 知觉学习作为提高阅读和学习障碍个体工作记忆的工具

Learning & perception

Pub Date : 2009-05-07 DOI: 10.1556/LP.1.2009.1.9

K. Banai, M. Ahissar

The majority of individuals with dyslexia and additional learning difficulties (D-LDs) also perform poorly on many simple auditory discrimination tasks. We now trained a group of D-LD teenagers on a series of auditory tasks and assessed their pattern of auditory improvement as well as their generalization to reading related tasks. We found that the performance of most D-LD participants quickly improved and reached the level of the general age matched population. Moreover, their pattern of learning specificity (e.g. no transfer from frequency to duration discriminations) was also similar to that previously observed in the general population. When assessed with a battery of verbal tasks that they initially performed poorly, a pattern of specific transfer was observed. Performance on verbal memory tasks improved to peer level, whereas performance on reading and non-verbal cognitive tasks did not. These findings suggest that D-LDs’ mechanisms of long-term learning are adequate. Moreover, perceptual learning can be used as a tool for improving general working memory skills, whose underlying mechanisms seem to be shared by simple tones and complex speech sounds.

大多数患有阅读障碍和额外学习困难(d - ld)的个体在许多简单的听觉辨别任务上也表现不佳。我们现在训练一组D-LD青少年进行一系列听觉任务，并评估他们听觉改善的模式以及他们对阅读相关任务的概括。我们发现，大多数D-LD参与者的表现迅速提高，达到了一般年龄匹配人群的水平。此外，他们的学习特异性模式(例如，没有从频率到持续时间的转移)也与之前在普通人群中观察到的相似。当对他们进行一系列最初表现不佳的口头任务评估时，观察到一种特定的转移模式。而在阅读和非语言认知任务上的表现则没有提高。这些发现表明，d - ld的长期学习机制是充分的。此外，知觉学习可以作为提高一般工作记忆技能的工具，其潜在机制似乎与简单音调和复杂语音相同。

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引用次数: 21

How the mind constitutes itself through perceptual learning 心灵是如何通过感知学习构成自身的

Learning & perception

Pub Date : 2009-05-07 DOI: 10.1556/LP.1.2009.1.11

M. Herzog, M. Esfeld

Most theories of perception assume a rigid relationship between objects of the physical world and the corresponding mental representations. We show by a priori reasoning that this assumption is not fulfilled. We claim instead that all object-representation correspondences have to be learned. However, we cannot learn to perceive all objects that there are in the world. We arrive at these conclusions by a combinatory analysis of a fictive stimulus world and the way to cope with its complexity, which is perceptual learning. We show that successful perceptual learning requires changes in the representational states of the brain that are not derived directly from the constitution of the physical world. The mind constitutes itself through perceptual learning.

大多数知觉理论都假定物理世界的客体与相应的心理表征之间存在一种严格的关系。我们通过先验推理证明这个假设不成立。相反，我们主张所有的对象表示对应关系都必须学习。然而，我们无法学会感知世界上所有的物体。我们通过对一个真实的刺激世界和应对其复杂性的方法(即感知学习)的组合分析得出了这些结论。我们表明，成功的感知学习需要改变大脑的表征状态，而这种状态不是直接来自物理世界的构成。心灵通过感性学习来形成自身。

引用次数: 3

MODELING PERCEPTUAL LEARNING: WHY MICE DO NOT PLAY BACKGAMMON 建模感知学习:为什么老鼠不玩西洋双陆棋

Learning & perception

Pub Date : 2009-05-07 DOI: 10.1556/LP.1.2009.1.12

Elisa M. Tartaglia, K. Aberg, M. Herzog

Perceptual learning is often considered one of the simplest and basic forms of learning in general. Accordingly, it is usually modeled with simple and basic neural networks which show good results in grasping the empirical data. Simple meets simple. Complex forms of perception and learning are, then, thought to rely on these simple networks. Here, we will argue that the simplicity is in fact the Achilles heel of models of perceptual learning. We propose, instead, that perceptual learning of simple stimuli cannot be modeled with simple networks. We will review some of the empirical results yielding to this conclusion

感知学习通常被认为是最简单和基本的学习形式之一。因此，通常使用简单的基本神经网络进行建模，在掌握经验数据方面效果良好。简单遇上简单。因此，复杂的感知和学习形式被认为依赖于这些简单的网络。在这里，我们将论证简单性实际上是感知学习模型的致命弱点。相反，我们提出，简单刺激的感知学习不能用简单的网络来建模。我们将回顾一些得出这一结论的实证结果

引用次数: 2

SELECTIVENESS OF THE EXPOSURE-BASED PERCEPTUAL LEARNING: WHAT TO LEARN AND WHAT NOT TO LEARN. 基于暴露的知觉学习的选择性：学什么和不学什么。

Learning & perception

Pub Date : 2009-05-07 DOI: 10.1556/LP.1.2009.1.7

Hoon Choi, Takeo Watanabe

How does the brain determine what to learn and what not to learn? Previous studies showed that a feature or stimulus on which subjects performed a task was learned, while the features or stimuli that were irrelevant to the task were not learned. This led some researchers to conclude that attention to a stimulus was necessary for the stimulus to be learned. This thought was challenged by the discovery of a task-irrelevant perceptual learning, in which learning occurred by mere exposure to the unattended and subthreshold stimulus. However, this exposure-based learning does not necessarily indicate that all presented stimuli are learned. Rather, recent studies showed that the occurrence of this learning was very selective for the following new findings: unattended stimulus learning occurred only (1) when the unattended stimulus was associated temporally with the processing of an attended target, (2) when the unattended stimulus was synchronously presented with reinforcers, such as internal or external rewards, and (3) when the unattended stimulus had subliminal properties. These selectivities suggest some degrees of similarity between task-relevant and task-irrelevant perceptual learning, which has been the motivation for making a united model in which both task-relevant and task-irrelevant learning are formed with similar or same mechanisms.

大脑是如何决定什么该学，什么不该学的？以往的研究表明，受试者在完成一项任务时，会学习到与之相关的特征或刺激物，而与任务无关的特征或刺激物则不会被学习。这让一些研究人员得出结论，认为对刺激物的注意是刺激物被学习的必要条件。这种想法受到了与任务无关的知觉学习的挑战，在这种知觉学习中，只需接触未被注意的亚阈值刺激就能学习。然而，这种基于暴露的学习并不一定表明所有呈现的刺激都会被学习。相反，最近的研究表明，这种学习的发生对以下新发现具有很强的选择性：只有在以下情况下才会发生无人注意刺激学习：（1）无人注意刺激在时间上与被注意目标的处理相关联；（2）无人注意刺激与强化物（如内部或外部奖励）同步呈现；（3）无人注意刺激具有潜意识特性。这些选择性表明，任务相关感知学习和任务无关感知学习之间存在一定程度的相似性，这也是我们建立一个统一模型的动机，在这个模型中，任务相关学习和任务无关学习都是在相似或相同的机制下形成的。

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引用次数: 0

Visual learning for flexible decisions in the human brain 视觉学习在人脑中的灵活决策

Learning & perception

Pub Date : 2009-05-07 DOI: 10.1556/LP.1.2009.1.8

Z. Kourtzi

Abstract In our everyday interactions we encounter a plethora of novel experiences in different contexts that require prompt decisions for successful actions and social interactions. Despite the seeming ease with which we perform these interactions, extracting the key information from the highly complex input of the natural world and deciding how to interpret it is a computationally demanding task for the visual system. Accumulating evidence suggests that the brain solves this problem by combining sensory information and previous knowledge about the environment. Here, we review the neural mechanisms that mediate experience-based plasticity and shape perceptual decisions. We propose that learning plays an important role in the adaptive optimization of visual functions that translate sensory experiences to decisions by shaping neural representations across cortical circuits in the primate brain.

在我们的日常互动中，我们会在不同的环境中遇到大量的新奇体验，这些体验需要迅速做出决定，才能成功地采取行动和进行社会互动。尽管我们执行这些交互看起来很容易，但从自然世界高度复杂的输入中提取关键信息并决定如何解释它对视觉系统来说是一项计算要求很高的任务。越来越多的证据表明，大脑通过结合感官信息和先前对环境的了解来解决这个问题。在此，我们回顾了介导基于经验的可塑性和塑造感知决策的神经机制。我们提出，学习在视觉功能的自适应优化中起着重要作用，视觉功能通过在灵长类大脑皮层回路中形成神经表征，将感官体验转化为决策。

引用次数: 1

Perceptual learning of pop-out and the primary visual cortex 弹出式知觉学习与初级视觉皮层

Learning & perception

Pub Date : 2009-05-07 DOI: 10.1556/LP.1.2009.1.10

L. Zhaoping

Abstract I propose that perceptual learning of tasks to detect targets among uniform background items involves changing intra-cortical interactions in the primary visual cortex (V1). This is the case for tasks that rely mainly on bottom-up saliency to guide attention to the task relevant locations quickly, and rely less on top-down knowledge of the stimuli or on other strategies. In particular, suppression between V1 neurons responding to background, rather than target, visual items is predicted to increase over the course of such learning. Various other predictions are derived from this proposal, based on the theory that V1 creates a bottom-up saliency map to guide attention. Different tasks depend to different degrees on attention driven by bottom-up saliency; this leads to differences among findings from various studies of perceptual learning of pop out or detection tasks.

本文提出，在统一背景项目中检测目标任务的知觉学习涉及初级视觉皮层(V1)皮层内相互作用的改变。对于那些主要依靠自下而上的显著性来引导注意力快速到达任务相关位置，较少依赖于自上而下的刺激知识或其他策略的任务来说，情况就是如此。特别是，V1神经元对背景而非目标视觉项目的反应抑制，预计在这种学习过程中会增加。基于V1创造了一个自下而上的显著性图来引导注意力的理论，从这个建议中衍生出了各种其他预测。不同的任务在不同程度上依赖于自下而上显著性驱动的注意力;这导致了对弹出或检测任务的感知学习的各种研究结果之间的差异。

引用次数: 7

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