Task-specific disruption of perceptual learning.
For more than a century, the process of stabilization has been a central issue in the research of learning and memory. Namely, after a skill or memory is acquired, it must be consolidated before it becomes resistant to disruption by subsequent learning. Although it is clear that there are many cases in which learning can be disrupted, it is unclear when learning something new disrupts what has already been learned. Herein, we provide two answers to this question with the demonstration that perceptual learning of a visual stimulus disrupts or interferes with the consolidation of a previously learned visual stimulus. In this study, we trained subjects on two different hyperacuity tasks and determined whether learning of the second task disrupted that of the first. We first show that disruption of learning occurs between visual stimuli presented at the same orientation in the same retinotopic location but not for the same stimuli presented at retinotopically disparate locations or different orientations at the same location. Second, we show that disruption from stimuli in the same retinotopic location is ameliorated if the subjects wait for 1 h before training on the second task. These results indicate that disruption, at least in visual learning, is specific to features of the tasks and that a temporal delay of 1 h can stabilize visual learning. This research shows that visual learning is susceptible to disruption and elucidates the processes by which the brain can consolidate learning and thus protect what is learned from being overwritten.
Seitz
Aaron R
AR
Department of Cognitive Neuroscience, ATR Computational Neuroscience Laboratories, 2-2-2 Hikaridai, Keihanna Science City, Kyoto 619-0288, Japan.
Yamagishi
Noriko
N
Werner
Birgit
B
Goda
Naokazu
N
Kawato
Mitsuo
M
Watanabe
Takeo
T
D000328:Adult; D006801:Humans; D007858:Learning / Q000502:physiology*; D008568:Memory / Q000502:physiology*; D010775:Photic Stimulation; D014796:Visual Perception / Q000502:physiology*