Fiorentini A, Berardi N
Istituto di Neurofisiologia C.N.R., Pisa, Italy.
Arch Ital Biol. 1997 Mar;135(2):157-67.
Examples of perceptual learning in various visual tasks are briefly reviewed. In spite of the variety of the tasks and stimuli, in most of these examples the effects of learning are specific for stimulus parameters and retinal location and transfer interoccularly. Enduring practice effects can be acquired within a single experimental session and/or progressively from one session to the next one, often continuing to improve until thousands of trials have been performed. The consolidation of learning effects from one session to the next one may occur in the waking state as well as during a normal night sleep, but is strongly dependent on the type of sleep. Improvement in performance does not require that the subject is informed of the correctness of his/her responses, but needs attention to the task: learning does not take place for the stimulus attributes that are not attended to. All this suggests that visual perceptual learning involves plastic changes at early neural processing levels, which are dependent for their induction and consolidation on the general behavioural state of the subject, such as attentiveness and type of sleep.
本文简要回顾了各种视觉任务中的知觉学习示例。尽管任务和刺激多种多样，但在大多数这些示例中，学习效果对于刺激参数和视网膜位置具有特异性，并且可以在两眼间转移。持久的练习效果可以在单个实验环节内获得，和/或从一个环节到下一个环节逐步获得，通常会持续改善，直到进行了数千次试验。学习效果从一个环节到下一个环节的巩固可能发生在清醒状态以及正常夜间睡眠期间，但强烈依赖于睡眠类型。表现的改善并不要求受试者被告知其反应的正确性，但需要专注于任务：对于未被注意的刺激属性，学习不会发生。所有这些表明，视觉知觉学习涉及早期神经处理水平的可塑性变化，这些变化的诱导和巩固依赖于受试者的一般行为状态，如注意力和睡眠类型。
