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PubMed2004

Improving vision in adult amblyopia by perceptual learning.

Practicing certain visual tasks leads, as a result of a process termed "perceptual learning," to a significant improvement in performance. Learning is specific for basic stimulus features such as local orientation, retinal location, and eye of presentation, suggesting modification of neuronal processes at the primary visual cortex in adults. It is not known, however, whether such low-level learning affects higher-level visual tasks such as recognition. By systematic low-level training of an adult visual system malfunctioning as a result of abnormal development (leading to amblyopia) of the primary visual cortex during the "critical period," we show here that induction of low-level changes might yield significant perceptual benefits that transfer to higher visual tasks. The training procedure resulted in a 2-fold improvement in contrast sensitivity and in letter-recognition tasks. These findings demonstrate that perceptual learning can improve basic representations within an adult visual system that did not develop during the critical period.

Adult↗

PubMed1990

A CASE-SAR analysis of polycyclic aromatic hydrocarbon carcinogenicity.

A CASE SAR analysis was performed on a selected database of PAHs to investigate the possible use of the CASE method as an aid for preliminary assessment of carcinogenic potential of untested environmental PAHs. A data set, denoted LEARN, consisting of 78 PAHs and their experimental carcinogenicities was used to 'train' the CASE method and derive the CASE fragments. 8 activating fragments and 4 inactivating fragments were identified. These fragments predicted the activities of 94% of the LEARN set correctly. The biological significance of several of these fragments are rationalized in light of the current theories of PAH carcinogenesis. Using these fragments, the potential activities of a database of 106, mostly untested PAHs, denoted TEST, were predicted. These were compared to 'expert judgement' predictions based on mechanistic considerations in order to evaluate the extent of concordance between these two methods and their respective strengths and weaknesses. Initial poor agreement (64%) was attributed to limitations of the LEARN database involving inadequate representation of 2- and 3-ring PAH subclasses. When these subclasses were excluded from the TEST database, the concordance improved to 90%. The CASE fragments were also used to predict the activities of a database of 24 PAHs, denoted VALIDATE (not included in the LEARN set) for which carcinogenicity data were available. The total prediction accuracy of 75% (89% of the actives correctly identified), despite the structural diversity of the VALIDATE set, provided independent evidence of the utility of the present CASE results. A close examination of the CASE incorrect predictions was conducted to delineate inadequancies of these CASE results in order to provide cautionary guidance for future application of the method. Finally, the present results were compared to the results of a previous CASE analysis based on a more limited PAH data set, and were found to be of greater general utility. It is concluded that the CASE fragments derived in the current study should provide a useful tool for assisting and complementing 'expert judgement' in the preliminary screening of PAHs for carcinogenic activity.

Carcinogenicity Tests↗

PubMed1999

Goal-specific influences on the representation of spatial perspective.

In two experiments, subjects learned an unfamiliar campus environment, either by studying a map or by navigating. During acquisition, the subjects had one of two spatial goals: to learn the layout of the building (survey goal) or to learn the fastest routes between locations (route goal). Spatial memory was tested with several tasks, some assessing survey perspective processing and some assessing route perspective processing. Results indicate multiple influences on the representation of spatial perspective. Learning condition influenced performance. Individuals studying maps gave more accurate responses to some survey perspective tasks, whereas individuals navigating gave more accurate responses to some route perspective tasks. Spatial goals also influenced performance. Having a route goal enhanced performance on route perspective tasks; having a survey goal enhanced performance on survey perspective tasks. These findings are discussed in the context of research indicating flexibility when processing spatial perspective. Individuals can use spatial information from different perspectives, often doing so in a goal-directed manner.

Goals↗

PubMed2004

Mechanisms of theory formation in young children.

Research suggests that by the age of five, children have extensive causal knowledge, in the form of intuitive theories. The crucial question for developmental cognitive science is how young children are able to learn causal structure from evidence. Recently, researchers in computer science and statistics have developed representations (causal Bayes nets) and learning algorithms to infer causal structure from evidence. Here we explore evidence suggesting that infants and children have the prerequisites for making causal inferences consistent with causal Bayes net learning algorithms. Specifically, we look at infants and children's ability to learn from evidence in the form of conditional probabilities, interventions and combinations of the two.

Bayes Theorem↗

PubMed1995

Transference in social perception: the role of chronic accessibility in significant-other representations.

Research has shown that the activation and application of a significant-other representation to a new person, or transference, occurs in everyday social perception (S. M. Andersen & A. Baum, 1994; S. M. Andersen & S. W. Cole, 1990). Using a combined idiographic and nomothetic experimental paradigm, two studies examined the role of chronic accessibility of significant-other representations in transference. After learning about 4 fictional people, 1 of whom resembled a significant other, participants' recognition memory was assessed. Both studies showed greater false-positive memory in the significant-other condition, relative to control, even in the absence of priming. Study 2 showed that although the effect was greater when the significant-other representation was concretely applicable to the target information, it occurred even when no such applicability was present. Results implicate the chronic accessibility of significant-other representations in transference.

Adolescent↗

PubMed1991

Auditory cortex: comparative aspects of maps and plasticity.

Much recent work in the field of auditory cortex analysis consists of an intensified search for complex sound representation and sound localization mechanisms using tonotopic maps as a frame of reference. Mammalian species rely on parallel processing in multiple tonotopic and non-tonotopic maps but show different degrees of unit complexity, and orderly representation of acoustic dimensions in such maps depending on the predictability of sounds in their environment. Birds appear to rely chiefly on one tonotopic map which harbours multidimensional complex representations. During development and after partial hearing loss, tonotopic organization changes in a predictable manner. Learning also modifies the spatial representation of sounds and even modifies tonotopic organization, but the spatial rules involved in this process have not yet emerged.

Animals↗

PubMed2005

Children's learning.

A new field of children's learning is emerging. This new field differs from the old in recognizing that children's learning includes active as well as passive mechanisms and qualitative as well as quantitative changes. Children's learning involves substantial variability of representations and strategies within individual children as well as across different children. The path of learning involves the introduction of new approaches as well as changes in the frequency of prior ones. The rate and the breadth of learning tend to occur at a human scale, intermediate between the extremes depicted by symbolic and connectionist models. Learning has many sources; one that is particularly promising for educational purposes is self-explanations. Overall, contemporary analyses show that learning and development have a great deal in common.

Awards and Prizes↗

PubMed1989

Parameter optimization model of learning in stepping motion.

In this study we combine the representation of motion by a finite number of hardwired functions with parameter optimization to model learning during a stepping motion. Representation of experimental kinematic data by a finite number of predetermined functions and undetermined coefficients was analyzed. Least squares approximation was used to represent experimental data of stepping motions over obstacles of different heights. Functional relationships between coefficients and obstacles heights were also obtained. Learning of stepping over an obstacle was then formulated as a finite dimensional optimization problem. The pattern of foot path, and joint angles trajectories obtained by this learning model, were then compared to the experimental data. The results of the data fitting analysis and of the optimization process as a model for motion learning, indicate that motion can be adequately represented by a set of hardwired functions, and a finite number of task dependent coefficients.

Humans↗

PubMed2006

Differentiating phonotactic probability and neighborhood density in adult word learning.

PURPOSE: The purpose of this study was to differentiate effects of phonotactic probability, the likelihood of occurrence of a sound sequence, and neighborhood density, the number of words that sound similar to a given word, on adult word learning. A second purpose was to determine what aspect of word learning (viz., triggering learning, formation of an initial representation, or integration with existing representations) was influenced by each variable. METHOD: Thirty-two adults were exposed to 16 nonwords paired with novel objects in a story context. The nonwords orthogonally varied in phonotactic probability and neighborhood density. Learning was measured following 1, 4, and 7 exposures in a picture-naming task. Partially correct (i.e., 2 of 3 phonemes correct) and completely correct responses (i.e., 3 of 3 phonemes correct) were analyzed together and independently to examine emerging and partial representations of new words versus complete and accurate representations of new words. RESULTS: Analysis of partially correct and completely correct responses combined showed that adults learned a lower proportion of high-probability nonwords than low-probability nonwords (i.e., high-probability disadvantage) and learned a higher proportion of high-density nonwords than low-density nonwords (i.e., high-density advantage). Separate analysis of partially correct responses yielded an effect of phonotactic probability only, whereas analysis of completely correct responses yielded an effect of neighborhood density only. CONCLUSIONS: These findings suggest that phonological and lexical processing influence different aspects of word learning. In particular, phonotactic probability may aid in triggering new learning, whereas neighborhood density may influence the integration of new lexical representations with existing representations.

Adolescent↗

PubMed2006

Development of a view-invariant representation of the human head.

Do infants perceive visual cues as diverse as frontal-view faces, profiles or bodies as being different aspects of the same object, a fellow human? If that is the case, visual exposure to one such cue should facilitate the subsequent processing of the others. To verify this hypothesis, we recorded event-related responses in 4-month-old infants and in adults. Pictures of eyes were interleaved amongst images belonging to three human contexts (frontal-view faces, profiles or bodies) or non-human contexts (houses, cars or pliers). In adults, both profile and frontal-face contexts elicited suppression of the N170 response to eye pictures, indicating an access to a view-invariant representation of faces. In infants, a response suppression of the N290 component was recorded only in the context of frontal faces, while profile context induces a different effect (i.e., a P400 enhancement) on eye processing. This dissociation suggests that the view-invariant representation of faces is learned, as it is for other 3-D objects and needs more than 4 months of exposure to be established. In a follow-up study, where infants were exposed to a short movie showing people rotating their heads, the profile-induced P400 effect was speeded up, indicating that exposure to successive views of the same object is probably a way to build up adult-like face representations.

Brain↗

PubMed1991

Comprehension by learning-disabled and nondisabled adolescents of personal/social problems presented in text.

Four groups of 14-year-olds, differing in reading level, learning disability status, and socioeconomic status, read and retold short problem narratives and answered questions. The pattern of reporting components of the problem schema (goal/obstacles/choices) differed for problems presented with or without a statement of the character's priority for action, suggesting that including priorities adds another level of information to the problem text and changes its macrostructure. Even the poorest readers showed this sensitivity to text structure. Three of the four measures of problem representation (idea units recalled, problem-schema components reported, and error rate) reflected overall reading ability. However, the degree to which extraneous information was incorporated into problem representations did not. Learning-disabled students made more importations, and more implausible importations, than did non-disabled students. Moreover, this pattern was associated with poor problem solving. Only proficient readers showed awareness of the source of the information (text or extratext) on which their predictions were based.

Adolescent↗

PubMed1999

Innate and learned components of human visual preference.

BACKGROUND: Recent claims in neuroscience and evolutionary biology suggest that the aesthetic sense reflects preferences for image signals whose characteristics best fit innate brain mechanisms of visual recognition. RESULTS: This hypothesis was tested by behaviourally measuring, for a set of initially unfamiliar images, the effects of category learning on preference judgements by humans, and by relating the observed data to computationally reconstructed internal representations of categorical concepts. Category learning induced complex shifts in preference behaviour. Two distinct factors - complexity and bilateral symmetry - could be identified from the data as determinants of preference judgements. The effect of the complexity factor varied with object knowledge acquired through category learning. In contrast, the impact of the symmetry factor proved to be unaffected by learning experience. Computer simulations suggested that the preference for pattern complexity relies on active (top-down) mechanisms of visual recognition, whereas the preference for pattern symmetry depends on automatic (bottom-up) mechanisms. CONCLUSIONS: Human visual preferences are not fully determined by (objective) structural regularities of image stimuli but also depend on their learned (subjective) interpretation. These two aspects are reflected in distinct complementary factors underlying preference judgements, and may be related to complementary modes of visual processing in the brain.

Adolescent↗

PubMed2003

Spatial interference and response control in sequence learning: the role of explicit knowledge.

In several sequence learning studies it has been suggested that response control shifts from the stimuli to some internal representation (i.e., motor program) through the learning process. The main questions addressed in this paper are whether this control shift is related to explicit knowledge and whether the formation of these internal representations depends on the stimulus attributes. In one experiment we compared the learning of a response sequence triggered by either spatial location or location symbol (left-right) by using a serial response task (SRT). Symbols were presented at either a centered or random location. The results showed that in the symbolic conditions the shift of response control correlated with the emergence of explicit knowledge. Only participants with complete explicit knowledge seemed to learn the sequence structure beyond probabilistic information (response time "RT" did not depend on the frequency of the response). Moreover, these participants were able to overcome, when needed, spatial interference (RT was the same for both spatially corresponding and non-corresponding trials). However, when spatial location was relevant, RT was always faster, especially for more frequent responses. These results suggest that the relevant stimulus dimension (location or symbol) seems to engage different sequence learning mechanisms.

Adult↗

PubMedDate not supplied

Recognition invariance obtained by extended and invariant features.

In performing recognition, the visual system shows a remarkable capacity to distinguish between significant and immaterial image changes, to learn from examples to recognize new classes of objects, and to generalize from known to novel objects. Here we focus on one aspect of this problem, the ability to recognize novel objects from different viewing directions. This problem of view-invariant recognition is difficult because the image of an object seen from a novel viewing direction can be substantially different from all previously seen images of the same object. We describe an approach to view-invariant recognition that uses extended features to generalize across changes in viewing directions. Extended features are equivalence classes of informative image fragments, which represent object parts under different viewing conditions. This representation is extracted during learning from images of moving objects, and it allows the visual system to generalize from a single view of a novel object, and to compensate for large changes in the viewing direction, without using three-dimensional information. We describe the model, its implementation and performance on natural face images, compare it to alternative approaches, discuss its biological plausibility, and its extension to other aspects of visual recognition. The results of the study suggest that the capacity of the recognition system to generalize to novel conditions in an efficient and flexible manner depends on the ongoing extraction of different families of informative features, acquired for different tasks and different object classes.

Computer Simulation↗

PubMed1999

Orientation invariance in naming rotated objects: individual differences and repetition priming.

In naming drawings of complex common objects, unpracticed naming times increase with rotation away from the upright, but this orientation effect is attenuated with practice. In principle, attenuation could result from learning to extract orientation-invariant information or from learning view-specific representations at the trained orientations. We contrasted these approaches by examining repetition priming for prime-target pairs presented on successive trials in either the same orientation (horse at 51 degrees primes horse at 51 degrees) or a different orientation (horse at 154 degrees primes horse at 51 degrees), for two subgroups of subjects. One subgroup showed no orientation effect, even when unpracticed, and a correspondingly high generalization of priming across different views. The other subgroup initially showed high sensitivity to misorientation and little priming across orientations but, with sufficient practice, came to show no orientation effect and complete generalization of priming. Thus, some subjects always used orientation-invariant procedures, whereas others learned to do so.

Adult↗

PubMed2001

Perceived consensus influences intergroup behavior and stereotype accessibility.

Past research has demonstrated the powerful influence other people have on the thoughts and behaviors of individuals. However, the study of intergroup attitudes has focused primarily on the influence of direct exposure to out-group members as determinants of stereotypes and prejudice. Two experiments tested the hypothesis that learning that others share one's intergroup beliefs influences intergroup attitudes and behavior as well as stereotype representation. Experiment 1 demonstrated that learning that one's beliefs are shared or not shared with others influences attitudes, behavior, and the strength of the attitude-behavior relationship. Experiment 2 demonstrated a potential mechanism for such effects by showing that learning about whether others share one's stereotypes influences the accessibility of those stereotypes and related stereotypes.

Adult↗

PubMed2000

A connectionist account of asymmetric category learning in early infancy.

Young infants show unexplained asymmetries in the exclusivity of categories formed on the basis of visually presented stimuli. A connectionist model is described that shows similar exclusivity asymmetries when categorizing the same stimuli presented to infants. The asymmetries can be explained in terms of an associative learning mechanism, distributed internal representations, and the statistics of the feature distributions in the stimuli. The model was used to explore the robustness of this asymmetry. The model predicts that the asymmetry will persist when a category is acquired in the presence of mixed category exemplars. An experiment with 3-4-month-olds showed that asymmetric exclusivity persisted in the presence of mixed-exemplar familiarization, thereby confirming the model's prediction.

Association Learning↗

PubMed2001

A compensatory mirror cortical mechanism for facial affect processing in schizophrenia.

When primates passively observe other subjects perform specific gestures or actions, premotor and motor cortical areas involved in the internal representation and actual execution of those actions exhibit neuronal activation. This mirror mechanism matches observation, representation, and execution, facilitating internal motor rehearsal, imitation, recognition of actions by others and their meanings, and social learning. Schizophrenic patients have deficits in processing affect displayed by other people's faces, which likely relates to the poor social adaptation and functioning seen in the condition. We hypothesized that, when correctly performing working-memory tasks requiring facial affect processing, schizophrenic patients would show relative increased activity in brain areas involved in social learning and in the internal representation of facial expressions when compared to controls. We used functional magnetic resonance imaging in schizophrenic patients and normal controls to detect relative changes of blood flow in cortical areas related to the representation of facial expressions while the subjects performed simple working-memory tasks with facial emotion diagrams or color circles as cues. We found that, when the task cues were facial expressions in contrast to color circles, the schizophrenic group exhibited increased activation of the face movement areas in motor and pre-motor cortex.

Adult↗