Different types of feedback change decision criterion and sensitivity differently in perceptual learning

Carl Kristoffer Aberg, Michael Herzog
Association for Research in Vision and Ophthalmology, 2012
Article

In (perceptual) learning, performance improves with practice either by changes in sensitivity or decision criterion. Often, changes in sensitivity are regarded as the appropriate measure of learning while changes in criterion are considered unavoidable nuisances. Very little is known about the distinguishing characteristics of both learning types. Here, we show first that block feedback, which affects sensitivity, does not affect criterion. Second, contrary to changes in sensitivity, changes in decision criterion are limited to the training session and do not transfer overnight. Finally, training with biased trial-wise feedback induces a sensitivity change such that a left offset Vernier may be perceived as a right offset Vernier.

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Carl Kristoffer Aberg, Michael Herzog
Association for Research in Vision and Ophthalmology, 2012
Article

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https://infoscience.epfl.ch/record/176791?ln=fr

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Perceptual learning is learning better perception skills such as differentiating two musical tones from one another or categorizations of spatial and temporal patterns relevant to real-world expertise

L’apprentissage est un ensemble de mécanismes menant à l'acquisition de savoir-faire, de savoirs ou de connaissances. L'acteur de l'apprentissage est appelé apprenant. On peut opposer l'apprentissag

La perception est l'activité par laquelle un sujet fait l'expérience d'objets ou de propriétés présents dans son environnement. Cette activité repose habituellement sur des informations fournies par

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Perceptual learning: why mice do not play backgammon

Elisa Tartaglia

Perceptual learning is the ability to modify perception through practice. As a form of brain plasticity, perceptual learning has been studied for more than thirty years in different fields including psychology, neurophysiology and computational neuroscience. Thanks to its simple nature, perceptual learning is often considered a basic form of learning, and an optimal starting point to understand more complex forms of plasticity. From a computational perspective, perceptual learning is usually described with simple neural network architectures. Here I demonstrate by empirical results and theoretical considerations why current computational models are inadequate to describe perceptual learning. Paradoxically, simple computational models often largely outperform human performance. While very simple feed-forward neural networks can learn any stimulus-response mapping, the human brain cannot. Common neural networks consider the learning process a mere computational problem, primarily focusing on stimulus response mappings. However, I will show that perceptual learning is a more complex phenomenon. For example, while neural networks can learn only one task per network, in real learning situations, human observers often have to learn multiple tasks by using the very same neurons. Hence, more plausible computational approaches that account for the complex learning situations of human observers, need to be developed.

EPFL2009

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Human perceptual learning by mental imagery

Laura Bamert, Michael Herzog, Fred Mast, Elisa Tartaglia

Perceptual learning is learning to perceive. For example, a radiologist is able to easily identify anomalies in medical images only after extended training. Theoretical and psychophysical studies [1-12] suggest that such improvements of performance are accomplished by neural synaptic changes driven by the repetitive presentation of stimuli. Here, we demonstrate that an equally reliable improvement can also occur in the absence of physical stimulation. Imagining the crucial part of a bisection stimulus was sufficient for successful perceptual learning. Hence, the neural processes underlying perceptual learning, which are usually assumed to be primarily dependent on stimulus processing, can be equally based on mentally generated signals.

Elsevier2009

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Anesthesia prevents auditory perceptual learning

Carl Kristoffer Aberg, Alain Farron, Michael Herzog, Elisa Tartaglia

BACKGROUND: An auditory perceptual learning paradigm was used to investigate whether implicit memories are formed during general anesthesia. METHODS: Eighty-seven patients who had an American Society of Anesthesiologists physical status of I-III and were scheduled to undergo an elective surgery with general anesthesia were randomly assigned to one of two groups. One group received auditory stimulation during surgery, whereas the other did not. The auditory stimulation consisted of pure tones presented via headphones. The Bispectral Index level was maintained between 40 and 50 during surgery. To assess learning, patients performed an auditory frequency discrimination task after surgery, and comparisons were made between the groups. General anesthesia was induced with thiopental and maintained with a mixture of fentanyl and sevoflurane. RESULTS: There was no difference in the amount of learning between the two groups (mean +/- SD improvement: stimulated patients 9.2 +/- 11.3 Hz, controls 9.4 +/- 14.1 Hz). There was also no difference in initial thresholds (mean +/- SD initial thresholds: stimulated patients 31.1 +/- 33.4 Hz, controls 28.4 +/- 34.2 Hz). These results suggest that perceptual learning was not induced during anesthesia. No correlation between the bispectral index and the initial level of performance was found (Pearson r = -0.09, P = 0.59). CONCLUSION: Perceptual learning was not induced by repetitive auditory stimulation during anesthesia. This result may indicate that perceptual learning requires top-down processing, which is suppressed by the anesthetic.

Lippincott, Williams & Wilkins2009

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