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A Criterion Setting Theory of Discrimination Learning thatAccounts for Anisotropies and Context Effects

机译：考虑各向异性和情境效应的歧视性学习的标准设定理论

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摘要

We can discriminate departures from the vertical or horizontal more accurately than from other orientations. This may reflect perceptual learning, but the mechanisms behind such learning are not well understood. Here we derive a theory of discrimination learning based on criterion setting theory (CST; Treisman and Williams, 1954), an extension of signal detection theory in which judgment of the current stimulus is partly determined by previous discriminations and context. The CST-based theory of discrimination learn-ing (CST-DL) describes mechanisms which use information from previous acts of discrimination to improve current decision making. CST-DL distinguishes between types of decision criteria and provides an account of anisotropies and context effects affecting discrimination. Predictions from this model are tested in exper-iments on anisotropies in orientation and depth perception. The results obtained support CST-DL. They also suppon the conclusion that the account of the retention of sensory information in delayed discrimination provided by CST is superior to the traditional belief that information retention relies on a fixed memory irace or representation of the stimulus.
机译：我们可以比从其他方向更准确地区分与垂直或水平方向的偏离。这可能反映了知觉学习，但是这种学习背后的机制尚未得到很好的理解。在这里，我们基于标准设置理论（CST; Treisman和Williams，1954）得出了一种歧视学习的理论，这是信号检测理论的扩展，其中对当前刺激的判断部分取决于先前的歧视和背景。基于CST的歧视性学习理论（CST-DL）描述了使用先前歧视行为的信息来改善当前决策的机制。 CST-DL区分了决策标准的类型，并说明了影响歧视的各向异性和上下文效应。在定向和深度感知的各向异性实验中测试了该模型的预测。获得的结果支持CST-DL。他们还支持这样的结论，即在CST提供的延迟歧视中，感觉信息的保留优于传统的认为信息保留依赖于固定的记忆障碍或刺激表示的传统观念。

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