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Biomedical subjects

Aaron R Seitz

Publications and source records attributed to Aaron R Seitz.

8 recordsLinked to original sources
PubMed2006

Perceptual learning of motion leads to faster flicker perception.

Critical flicker fusion thresholds (CFFT) describe when quick amplitude modulations of a light source become undetectable as the frequency of the modulation increases. The threshold at which CFF occurs has been shown to remain constant under repeated testing. Additionally, CFF thresholds are correlated with various measures of intelligence, and have been regarded by clinicians as a general measure of cortical processing capacity. For these reasons, CFF is used as a cognitive indicator in drug studies, as a measure of fatigue, and has been suggested as a diagnostic measure for various brain diseases. Here we report that CFFT increases dramatically in subjects who are trained with a motion-direction learning procedure. Control tasks demonstrate that CFFT changes are tightly coupled with improvements in discriminating the direction of motion stimuli, and are likely related to plasticity in low-level visual areas that are specialized to process motion signals. This plasticity is long-lasting and is retained for at least one year after training. Combined, these results show that CFFT relates to a specialized sensory process and bring into question that CFFT is a measure of high-level, or general, processes.

Adult↗
PubMed2006

Two cases requiring external reinforcement in perceptual learning.

The role of external reinforcement is an issue of much debate and uncertainty in perceptual learning research. Although it is commonly acknowledged that external reinforcement, such as performance feedback, can aid in perceptual learning (M. H. Herzog & M. Fahle, 1997), there are many examples in which it is not required (K. Ball & R. Sekuler, 1987; M. Fahle, S. Edelman, & T. Poggio, 1995; A. Karni & D. Sagi, 1991; S. P. McKee & G. Westheimer, 1978; L. P. Shiu & H. Pashler, 1992). Additionally, learning without external reinforcement can occur even for stimuli that are irrelevant to the subject's task (A. R. Seitz & T. Watanabe, 2003). It has been thus hypothesized that internal reinforcement can serve a similar role as external reinforcement in learning (M. H. Herzog & M. Fahle, 1998; A. Seitz & T. Watanabe, 2005). This idea suggests that perceptual learning should occur in the absence of external reinforcement provided that easy exemplars are utilized as a basis for the subject to generate internal reinforcement. Here, we report results from two studies that show that this is not always the case. In the first study, subjects participated in two sessions of a motion direction discrimination task with low-contrast dots moving in directions separated by 90 degrees. In the second study, subjects participated in 12 orientation-discrimination sessions using oriented bars (oriented either 70 degrees or 110 degrees) that were masked by spatial noise. Trials of different signal levels (yielding psychometric functions ranging from chance to ceiling) were randomly interleaved. In both studies, subjects experiencing external reinforcement showed significant learning, whereas subjects receiving no external reinforcement failed to show learning. We conclude that while internal reinforcement is an important learning signal, the presence of easy exemplars is not sufficient to generate reinforcement signals.

Adult↗
PubMed2006

Sound facilitates visual learning.

Numerous studies show that practice can result in performance improvements on low-level visual perceptual tasks [1-5]. However, such learning is characteristically difficult and slow, requiring many days of training [6-8]. Here, we show that a multisensory audiovisual training procedure facilitates visual learning and results in significantly faster learning than unisensory visual training. We trained one group of subjects with an audiovisual motion-detection task and a second group with a visual motion-detection task, and compared performance on trials containing only visual signals across ten days of training. Whereas observers in both groups showed improvements of visual sensitivity with training, subjects trained with multisensory stimuli showed significantly more learning both within and across training sessions. These benefits of multisensory training are particularly surprising given that the learning of visual motion stimuli is generally thought to be mediated by low-level visual brain areas [6, 9, 10]. Although crossmodal interactions are ubiquitous in human perceptual processing [11-13], the contribution of crossmodal information to perceptual learning has not been studied previously. Our results show that multisensory interactions can be exploited to yield more efficient learning of sensory information and suggest that multisensory training programs would be most effective for the acquisition of new skills.

Acoustic Stimulation↗
PubMed2006

Activity of tonically active neurons in the monkey putamen during initiation and withholding of movement.

Tonically active neurons (TANs) of the primate striatum are putative interneurons that respond to events of motivational significance, such as primary rewards, and to sensory stimuli that predict such events. Because TANs influence striatal projection neurons, TANs may play a role in the initiation and control of movement. To examine this issue, we recorded from putaminal TANs in macaque monkeys trained to make the same arm movement in two ways--in reaction to an external cue and also after a variable delay without an explicit instruction to move (self-timed movements). On other trials, the animals had to withhold movement following an external cue. The task design ensured that the three types of trials were effectively randomly interleaved, equally frequent, and similar in overall timing. Separately, we presented "playback" trials in which the same sequence of visual stimulation and reward was presented while the animals fixated without making the arm movement. We found that TAN responses were strongly affected by behavioral context. In particular, TAN responses were strikingly stronger when the animals actively withheld movements than on the corresponding playback trials, even though the stimulus sequence and reward timing were identical and no movement was made in either case. Many TANs also became active in the absence of a proximate sensory cue on self-timed movements, suggesting that TANs may reflect internal processes that are specific to self-timed movements. These results suggest that TANs may directly participate in, or monitor the motivational significance of, an animal's actions as well as external events.

Action Potentials↗
PubMed2005

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.

Adult↗
PubMed2005

Seeing what is not there shows the costs of perceptual learning.

Perceptual learning is an improvement in one's sensory abilities after training and is thought to help us to better adapt to the sensory environment. Here, we show that perceptual learning also can lead to misperceptions, such that subjects actually perceive stimuli when none are physically presented. After learning, subjects not only showed enhanced performance when tested with the motion direction of the trained stimulus but also often reported seeing dots moving in the trained direction when no stimulus was displayed. We further show that these misperceptions are not attributable to a response bias. These results show that there are costs as well as benefits to perceptual learning and that performance enhancements for a specific feature also can be accompanied by misperceptions of the visual environment.

Adolescent↗
PubMed2005

Visual experience can substantially alter critical flicker fusion thresholds.

Studies of psychopharmacology often use the test of the critical flicker fusion (CFF) threshold as a measure of total information processing. It is true that studies of practice effects have shown that CFF thresholds are remarkably stable within and across multiple days of testing. This study confirms that subjects who undergo CFF testing on sequential days have stable thresholds, but also demonstrates that in subjects who conducted 1 h of motion training per day for 9 days the CFF thresholds increased by an average of 30%. The results show that the perceptual experience of subjects can dramatically alter the CFF thresholds and should be an important consideration in the control of studies employing the CFF as a measure.

Adult↗