Perceptual Learning

The Psychology of Learning and Motivation publishes empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditioning to complex learning and problem solving. Each chapter provides a thoughtful integration of a body of work. Key Features * Includes computational models of human learning * Provides contributions from ten leading researchers in the field * Contains interdisciplinary perspectives on perceptual learning * Synthesizes research from psychology and computer science * Focuses on the specific mechanisms that drive perceptual learning

Contributors

ix

(2)

Preface

xi

LEARNING TO BRIDGE BETWEEN PERCEPTION AND COGNITION

2

(14)

Robert L. Goldstone

Philippe G. Schyns

Douglas L. Medin

I. Insights from Perceptual Learning

2

(3)

II. Mechanisms of Perceptual Learning

5

(3)

III. Issues in Perceptual Learning

8

(4)

IV. Conclusions

12

(1)

References

13

(3)

THE AFFORDANCES OF PERCEPTUAL INQUIRY: PICTURES ARE LEARNED FROM THE WORLD, AND WHAT THAT FACT MIGHT MEAN ABOUT PERCEPTION QUITE GENERALLY

16

(29)

Julian Hochberg

I. Pictures Don't Necessarily Need Training

16

(2)

II. Depth-free Seeing in World and Pictures

18

(2)

III. The Interactive Behavior of Perceptual Inquiry

20

(4)

IV. What is Needed to Guide Visual Inquiry

24

(2)

V. The Gestalt Principles and the Minimum Principle: What They May Be Able to and What They Cannot Be or Do

26

(7)

VI. Perceived Familiar Shapes Are Sets or Strings of Figures and Not Figures' Edges

33

(5)

VII. Marks As Pictures: Why Outlines on Paper Can Act as Objects' Edges

38

(2)

VIII. Summary

40

(1)

References

40

(5)

PERCEPTUAL LEARNING OF ALPHANUMERIC-LIKE CHARACTERS

45

(40)

Richard M. Shiffrin

Nancy Lightfoot

I. Perception vs. Learning

45

(3)

II. Perceptual Learning vs. Other Types of Learning

48

(3)

III. Visual Search

51

(2)

IV. A Study of Perceptual Learning in Visual Search

53

(6)

V. The Effects of Training

59

(1)

VI. What Has Been Learned?

60

(6)

VII. What Are the Features?

66

(8)

VIII. Does the Process of Unitization Produce a Distinctive Percept?

74

(1)

IX. Can any Character Be Unitized?

75

(2)

X. Is Unitization Equivalent to Garner Configurality?

77

(1)

XI. Unitization in Visual Search

77

(1)

XII. Summary

78

(2)

References

80

(5)

EXPERTISE IN OBJECT AND FACE RECOGNITION

85

(42)

James Tanaka

Isabel Gauthier

I. Object and Face Experts

85

(7)

II. Face Recognition as a Model of Perceptual Expertise

92

(12)

III. An Operational Test of the Expertise Hypothesis

104

(14)

IV. Conclusions

118

(3)

References

121

(6)

INFANT SPEECH PERCEPTION: PROCESSING CHARACTERISTICS, REPRESENTATIONAL UNITS, AND THE LEARNING OF WORDS

127

(44)

Peter D. Eimas

I. Introduction

127

(1)

II. Basic Processing Characteristics of Young Infants

128

(12)

III. The Processing and Representational Units of Speech

140

(2)

IV. The Representation and Segmentation of Speech by Infants

142

(6)

V. The Representation and Segmentation of Speech by Adults: Studies of Syllable Monitoring

148

(5)

VI. Studies of Attentional Allocation to Syllabic Structures in Adult Listeners

153

(4)

VII. The Beginnings of a Lexicon

157

(4)

VIII. Conclusions

161

(1)

References

162

(9)

CONSTRAINTS ON THE LEARNING OF SPATIAL TERMS: A COMPUTATIONAL INVESTIGATION

171

(49)

Terry Regier

I. Introduction

171

(2)

II. What Does `Above' Mean?

173

(12)

III. Negative Evidence

185

(17)

IV. Motion and Result Emphasis

202

(10)

V. Conclusions

212

(2)

References

214

(6)

LEARNING TO TALK ABOUT THE PROPERTIES OF OBJECTS: A NETWORK MODEL OF THE DEVELOPMENT OF DIMENSIONS

220

(37)

Linda B. Smith

Michael Gasser

Catherine M. Sandhofer

I. The Developmental Data

220

(2)

II. Toward a Model

222

(4)

III. Network for Learning Dimensional Language

226

(4)

IV. Simulation 1: Learning Property Names

230

(5)

V. Simulation 2: Learning to Selectively Attend

235

(5)

VI. Simulation 3: Creating a New Dimension

240

(4)

VII. Developmental Implications

244

(6)

VIII. The Nontransparency of Mechanism

250

(1)

IX. Conclusion

251

(1)

References

251

(6)

SELF-ORGANIZATION, PLASTICITY, AND LOW-LEVEL VISUAL PHENOMENA IN A LATERALLY CONNECTED MAP MODEL OF THE PRIMARY VISUAL CORTEX

257

(52)

Risto Mikkulainen

James A. Bednar

Yoonsuck Choe

Joseph Sirosh

I. Introduction

257

(3)

II. The Receptive Field LISSOM (RF-LISSOM) Model

260

(3)

III. Self-Organization

263

(15)

IV. Functional Role of the Self-Organized Maps and Lateral Connections

278

(3)

V. Plasticity of the Adult Visual Cortex

281

(7)

VI. Modeling Low-Level Visual Functions

288

(9)

VII. Discussion and Future Work

297

(5)

VIII. Conclusion

302

(1)

References

303

(6)

PERCEPTUAL LEARNING FROM CROSS-MODAL FEEDBACK

309

(44)

Virginia R. de Sa

Dana H. Ballard

I. Introduction

309

(6)

II. Cross-Modal Information

315

(12)

III. Artifical Modality Experiments

327

(8)

IV. Cross-Modal Experiments

335

(6)

V. What Makes a Modality?

341

(6)

VI. Concluding Remarks

347

(1)

References

348

(5)

LEARNING AS EXTRACTION OF LOW-DIMENSIONAL REPRESENTATIONS

353

(28)

Shimon Edelman

Nathan Intrator

I. Introduction

353

(7)

II. Some Computational Approaches to Dimensionality Reduction

360

(7)

III. Examples

367

(8)

IV. Summary and Conclusions

375

(1)

References

376

(5)

Index

381

(8)

Contents of Recent Volumes

389

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Summary

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Perceptual Learning

Summary

Table of Contents

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