Byers Anna, Serences John T
Department of Psychology, University of California, San Diego, La Jolla, CA 92093-0109, United States.
Vision Res. 2012 Dec 1;74:30-9. doi: 10.1016/j.visres.2012.07.008. Epub 2012 Jul 28.
Here, we review the role of top-down attention in both the acquisition and the expression of perceptual learning, as well as the role of learning in more efficiently guiding attentional modulations. Although attention often mediates learning at the outset of training, many of the characteristic behavioral and neural changes associated with learning can be observed even when stimuli are task irrelevant and ignored. However, depending on task demands, attention can override the effects of perceptual learning, suggesting that even if top-down factors are not strictly necessary to observe learning, they play a critical role in determining how learning-related changes in behavior and neural activity are ultimately expressed. In turn, training may also act to optimize the effectiveness of top-down attentional control by improving the efficiency of sensory gain modulations, regulating intrinsic noise, and altering the read-out of sensory information.
在此，我们回顾自上而下的注意力在知觉学习的获取和表达中的作用，以及学习在更有效地引导注意力调节方面的作用。尽管在训练开始时注意力通常介导学习，但即使刺激与任务无关且被忽略，与学习相关的许多典型行为和神经变化仍可被观察到。然而，根据任务需求，注意力可以超越知觉学习的影响，这表明即使自上而下的因素对于观察学习并非严格必要，但它们在决定行为和神经活动中与学习相关的变化最终如何表达方面起着关键作用。反过来，训练也可能通过提高感觉增益调节的效率、调节内在噪声以及改变感觉信息的读出，来优化自上而下注意力控制的有效性。
