Is perceptual learning always better at task-relevant locations? It depends on the distractors.

The role of attention in task-irrelevant perceptual learning has been contested. Attention has been studied in the past using distractor-type manipulations. Hence, during an initial exposure phase, we manipulated distractor similarity within a set of six gratings, to study its effects on perceptual learning at task-relevant and task-irrelevant locations. Of these six gratings, one was at a task-relevant location, one at a task-irrelvant location, which shared the orientation with the task-relevant grating, and the rest (four) were distractor gratings. The orientations of the distractor gratings were all either the same (homogeneous) or different from each other (heterogeneity). We hypothesized that learning at the task-irrelevant location would be worse than learning at the task-relevant location when distractors are heterogeneous and vice versa when the distractors are homogeneous. Participants were initially exposed to a grating set; they reported contrast changes at only one prespecified task-relevant location. This grating was grouped based on orientation with a task-irrelevant grating presented at the furthermost distractor location and presented alongside four control-distractors (homogeneous or heterogeneous). In the testing phase, orientation discrimination performance was measured at task-relevant, task-irrelevant (grouped), and control-distractor locations. Participants were exposed and tested sequentially, each day for 5 days. Participants learned and performed better at the task-irrelevant location compared to the task-relevant location with homogenous distractors and vice versa with heterogenous distractors. The poorer learning at the task-relevant location compared to the task-irrelevant location challenges current models of perceptual learning. Selection mechanisms driven by the nature of distractors influence perceptual learning at both task-relevant and task-irrelevant locations.