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Disentangling the Effects of Attentional Weighting and Associative Mediation in Perceptual Learning Reveals No Evidence for Associative Mediation
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George, David N.; Oltean, Bianca P. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
Learning to categorize perceptually similar stimuli can result in people becoming more sensitive to differences along perceptual dimensions that are relevant to category membership and/or less sensitive to equivalent differences along irrelevant perceptual dimensions. These effects of acquired distinctiveness and acquired equivalence may be caused…
Descriptors: Foreign Countries, College Students, Associative Learning, Learning Processes
Perceptual Learning Produces Perceptual Objects
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Wenger, Michael J.; Rhoten, Stephanie E. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
In their seminal study of chess expertise, Simon and Chase (Chase & Simon, 1973; Simon & Chase, 1973) proposed that perceptual learning was a necessary component of skill acquisition. In their view, acquisition of skill results from the strategic use of learning at multiple levels to adaptively overcome inherent limitations. The knowledge…
Descriptors: Learning Processes, Perceptual Development, Perceptual Motor Learning, Skill Development
Affective Response to Meaningful Sound Stimuli
Breger, Ilana – Percept Mot Skills, 1970
Descriptors: Auditory Perception, Auditory Stimuli, Behavioral Science Research, College Students
Size-Constancy in Children Measured by a Functional Size-Discrimination Task
Rapoport, Judith L. – J Exp Child Psychol, 1969
Research supported by Public Health Service Special Fellowship 15,590.
Descriptors: Age Differences, Age Groups, College Students, Discrimination Learning
Age, Intelligence, and Inspection Time.
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Nettelbeck, T.; Lally, M. – American Journal of Mental Deficiency, 1979
Ten young males (aged 16-to-22 years) whose IQ scores ranged from 51 to 77 were compared on a simple discrimination task with ten male university students (aged 18-to-23 years) and 28 nonretarded male children (aged 7-to-11 years) in order to determine if reaction time is a consequence of mental retardation.
Descriptors: College Students, Discrimination Learning, Elementary School Students, Intelligence