Hughes B, Epstein W, Schneider S, Dudock A
Department of Psychology, University of Wisconsin-Madison 53706.
Percept Psychophys. 1990 Aug;48(2):143-50. doi: 10.3758/bf03207081.
Transmodal perceptual learning was examined in a canonical same/different paradigm. Subjects naive to vibrotactile stimulation and unfamiliar with the task were asked to discriminate sequentially presented shapes moving laterally across an aperture. On all trials, the shapes were presented either visually and then vibrotactually or in the opposite modality order, and on all trials the shapes moved in opposite directions. Analyses of the data revealed that although perceptual learning was evident in both groups, the rate of the learning was more rapid in the visual-vibrotactile group. This interaction of modality order and practice was significant and was considered in terms of E.J. Gibson's theory of perceptual learning and in terms of the constructs, suggested by J.J. Gibson, of available and accessible information-in-stimulation and the education of attention.
在一个典型的相同/不同范式中对跨模态知觉学习进行了研究。让对振动触觉刺激不熟悉且不了解该任务的受试者辨别依次呈现的、在孔径上横向移动的形状。在所有试验中，形状要么先以视觉方式呈现，然后以振动触觉方式呈现，要么以相反的模态顺序呈现，并且在所有试验中形状向相反方向移动。数据分析表明，尽管两组中都明显存在知觉学习，但视觉 - 振动触觉组的学习速度更快。模态顺序与练习之间的这种相互作用是显著的，并从E.J.吉布森的知觉学习理论以及J.J.吉布森提出的可用和可获取的刺激信息以及注意力培养等概念的角度进行了考量。
