title: Interference and feature specificity in visual perceptual learning.
abstract: Perceptual learning (PL) often shows specificity to a trained feature. We investigated whether feature specificity is related to disruption in PL using the texture discrimination task (TDT), which shows learning specificity to background element but not to target element. Learning was disrupted when orientations of background elements were changed in two successive training sessions (interference) but not in a random order from trial to trial (roving). The presentation of target elements seemed to have reversed effect; learning occurred in two-parts training but not with roving. These results suggest that interference in TDT is feature specific while disruption by roving is not.
authors: Department of Psychology, Boston University, United States.
authors: Yuko
authors: Y
authors: Yotsumoto
authors: Li-Hung
authors: LH
authors: Chang
authors: Takeo
authors: T
authors: Watanabe
authors: Yuka
authors: Y
authors: Sasaki
mesh_terms: D000293:Adolescent; D000328:Adult; D004192:Discrimination, Psychological / Q000502:physiology; D005260:Female; D006801:Humans; D007858:Learning / Q000502:physiology*; D008297:Male; D010364:Pattern Recognition, Visual / Q000502:physiology; D010775:Photic Stimulation / Q000379:methods; D011601:Psychophysics; D012684:Sensory Thresholds / Q000502:physiology; D014796:Visual Perception / Q000502:physiology*; D055815:Young Adult