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Contributions of conceptual and stimulus learning to early, rapid improvements on interaural-time-difference discrimination.

机译：概念和刺激性学习对早期，快速改善听觉间时差歧视的贡献。

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摘要

Practicing a new perceptual skill typically leads to the largest improvements in performance early in the course of training. Although these early, rapid improvements are commonly thought to stem from learning of general, conceptual aspects of the new skill, most perceptual studies instead provide evidence that they arise from learning associated with the specific stimulus used during training. Here we evaluated the contributions of both conceptual and stimulus learning to improvements on an auditory perceptual skill, interaural-time-difference (ITD) discrimination, over the first 24 hours after training. In the first experiment, we examined whether different sub-components of conceptual learning--- procedure and task learning--- as well as stimulus learning contribute to improvements observed on ITD discrimination 24 hours after training. In the second experiment, we investigated whether conceptual and stimulus learning on ITD discrimination emerge along different time courses within the first 24 hours by varying training amount, and the amount of time between training and testing.;The results indicated that (1) training amount influenced ITD discrimination performance immediately, but not 10 or more hours, after training, (2) 10 hours after training, improvements could be attributed to conceptual learning, and (3) 24 hours after training, both conceptual and stimulus learning contributed to overall improvements, but the improvements associated with conceptual learning reflected procedure and not task learning. Further, the patterns of improvement through which the emergence of conceptual and stimulus learning were observed differed between the two learning types. Thus, both conceptual and stimulus learning contributed to early rapid improvements on ITD discrimination, with conceptual learning emerging earlier, and with different behavioral consequences, than stimulus learning. The delayed emergence of both conceptual and stimulus learning may reflect processes of consolidation, in which case, differences in the rates and manifestations of these two learning types reveal two possible sub-stages of consolidation. Taken together, the current data support the ideas that perceptual training engages and modifies multiple processes, and that modifications to these processes occur along different time courses.
机译：练习新的感知技能通常会在训练过程中最大程度地提高绩效。尽管通常认为这些较早的，快速的改进源于对新技能的一般性，概念性方面的学习，但大多数感知研究却提供了证据，表明它们源于与培训期间使用的特定刺激相关的学习。在这里，我们评估了在训练后的最初24小时中，概念学习和刺激学习对改善听觉感知技能，听觉间时差（ITD）歧视的贡献。在第一个实验中，我们检查了概念学习的不同子部分（程序和任务学习）以及刺激学习是否有助于在训练后24小时观察到的ITD辨别力的改善。在第二个实验中，我们调查了在最初的24小时内，通过改变训练量以及训练和测试之间的时间量，是否在不同的时间过程中出现了关于ITD歧视的概念和刺激学习;结果表明：（1）训练量会在训练后立即而不是在10小时或更长时间内影响ITD的歧视表现；（2）训练后10个小时，改善可以归因于概念性学习；（3）训练后24小时，概念性学习和刺激性学习均有助于整体改善，但与概念学习相关的改进反映了过程而不是任务学习。此外，在两种学习类型之间观察到概念学习和刺激学习出现的改进模式也有所不同。因此，概念学习和刺激学习都促进了ITD歧视的早期快速改善，概念学习比刺激学习更早出现，并且具有不同的行为后果。概念性学习和刺激性学习的延迟出现可能反映了巩固的过程，在这种情况下，这两种学习类型的比率和表现形式的差异揭示了巩固的两个可能子阶段。总体而言，当前数据支持以下观点：知觉训练参与并修改了多个过程，并且对这些过程的修改是在不同的时间过程中进行的。

著录项

  • 作者

    Ortiz, Jeanette Alisa.;

  • 作者单位

    Northwestern University.;

  • 授予单位 Northwestern University.;
  • 学科 Health Sciences Audiology.;Psychology Cognitive.;Psychology Experimental.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 80 p.
  • 总页数 80
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 耳科学、耳疾病;心理学;心理学;
  • 关键词

  • 入库时间 2022-08-17 11:38:24

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