Relevant bibliographies by topics / Perceptual learning

Academic literature on the topic 'Perceptual learning'

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Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Perceptual learning"

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Wenger, Michael J., and Stephanie E. Rhoten. "Perceptual learning produces perceptual objects." Journal of Experimental Psychology: Learning, Memory, and Cognition 46, no. 3 (March 2020): 455–75. http://dx.doi.org/10.1037/xlm0000735.

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Ahissar, Merav. "Perceptual Learning." Current Directions in Psychological Science 8, no. 4 (August 1999): 124–28. http://dx.doi.org/10.1111/1467-8721.00029.

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Goldstone, Robert L. "PERCEPTUAL LEARNING." Annual Review of Psychology 49, no. 1 (February 1998): 585–612. http://dx.doi.org/10.1146/annurev.psych.49.1.585.

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Lindsey, Delwin T. "Perceptual Learning." Optometry and Vision Science 80, no. 7 (July 2003): 485. http://dx.doi.org/10.1097/00006324-200307000-00006.

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Seitz, Aaron R. "Perceptual learning." Current Biology 27, no. 13 (July 2017): R631—R636. http://dx.doi.org/10.1016/j.cub.2017.05.053.

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Long, Donlin M. "Perceptual Learning." Neurosurgery Quarterly 13, no. 2 (June 2003): 149–50. http://dx.doi.org/10.1097/00013414-200306000-00011.

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Dubin, Mark W., and Victoria S. Pelak. "Perceptual Learning." Journal of Neuro-Ophthalmology 24, no. 4 (December 2004): 350–51. http://dx.doi.org/10.1097/00041327-200412000-00021.

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Gold, Joshua I., and Takeo Watanabe. "Perceptual learning." Current Biology 20, no. 2 (January 2010): R46—R48. http://dx.doi.org/10.1016/j.cub.2009.10.066.

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Prettyman, Adrienne. "Perceptual learning." Wiley Interdisciplinary Reviews: Cognitive Science 10, no. 3 (December 20, 2018): e1489. http://dx.doi.org/10.1002/wcs.1489.

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Garrigan, P., and P. J. Kellman. "Perceptual learning depends on perceptual constancy." Proceedings of the National Academy of Sciences 105, no. 6 (February 4, 2008): 2248–53. http://dx.doi.org/10.1073/pnas.0711878105.

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Dissertations / Theses on the topic "Perceptual learning"

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Sowden, Paul Timothy. "On perceptual learning." Thesis, University of Surrey, 1995. http://epubs.surrey.ac.uk/771375/.

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A fundamental concern in Psychology is the extent to which we learn to perceive our world and, further, the degree to which perception remains modif"Iable even in adulthood. Yet despite the significance of these concerns, perceptual learning has been somewhat sporadically studied, and often only at a phenomenal level. This thesis proposes a new theoretical framework for perceptual learning, and argues that a multiplicity of processes have been examined under this single term. The empirical work reported in this thesis examines a range of these different learning processes, and illustrates methods by which the process/processes underlying a particular phenomenon can be revealed. Extended replications of seminal studies on 'perceptual learning' demonstrate the non-perceptual learning nature of the processes reported in those studies. Further empirical work presents new evidence for the plasticity of human vision on fundamental dimensions of visual processing. These fmdings suggest that even adults I perceptual experience is modifiable as a result of changes at an early stage of visual processing. Final empirical work considers the types of learning that may occur in the more complex and naturalistic task of detecting features in X-rays, and this leads on to an examination of visual search learning. It is concluded that, given the varied nature of the learning processes identified, a unified theory of perceptual learning may be an unrealistic goal. Instead, a detailed understanding of the different mechanisms underlying each of the identified learning processes is likely to prove more useful. Finally, it is argued that all of the identified processes, previously regarded as perceptual learning, could underlie improvements on complex 'real-world' discrimination tasks. This is illustrated through the application of the theoretical framework, developed in this thesis, to mammographic ftlm reading. It is argued that by isolating and systematically targeting each of the learning processes involved in a task, more effective training programmes could be designed.
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Notman, Leslie. "On perceptual learning, categorical perception and perceptual expertise." Thesis, University of Surrey, 2005. http://epubs.surrey.ac.uk/844066/.

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The empirical work reported in the current thesis set out to explore the relationship between perceptual expertise, categorical perception (CP) and perceptual learning. Evidence to support the idea that the way people organise the world into categories can qualitatively affect their perception of it has been provided by CP research. Recent work indicates that categorisation experience can lead to enhanced sensitivity to diagnostic stimulus features and is consistent with the possibility that, as experts have learned to distinguish among objects, they have also acquired new ways of perceptually structuring the objects to be categorised. Nevertheless, there is debate about whether these effects are really perceptual and if so about the mechanisms and locus of learning. Here, experiments were designed to test whether the process of acquiring perceptual categories drives a perceptual learning process that enhances the discrimination of category relevant features thereby contributing to the development of perceptual expertise. The work therefore sought to test the possibility that category learning could drive changes to early stages of perceptual processing. Two classes of stimuli were used to address these issues. Initial experiments showed that learning to categorise Gabor patches can lead to learned CP effects that are specific to the trained spatial frequency, orientation and retinal location. Experiments using morphed cervical cell stimuli showed that expert cervical screeners have acquired heightened discrimination to cells that cross the normal/abnormal category boundary and that training novices to categorise cells as normal or abnormal can also lead to retinotopically specific learned CP effects. Taken together, the results reported in the current thesis support a general explanation of CP effects arising from categorisation driven perceptual learning at early stages of visual processing. Furthermore, the work speculated that modifications to intra-cortical connections at this stage of processing may underpin the learned CP effects observed.
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Poulter, Damian. "Perceptual learning and consciousness." Thesis, University of Reading, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413930.

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Mundy, Matthew Edward. "Perceptual learning in humans." Thesis, Cardiff University, 2006. http://orca.cf.ac.uk/56121/.

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Unsupervised exposure to confusable stimuli facilitates later discrimination between them. It is known that the schedule of exposure is critical to this perceptual learning effect, but several issues remain unresolved: I) it is not known whether a mechanism of mutual inhibition, taken by some to underpin perceptual learning in rats, is also evident in humans. II) Although simultaneous presentation of the to-be- discriminated stimuli has been suggested by some to be the most efficient way to promote perceptual learning, the associative mechanisms proposed by others (e.g., that of mutual inhibition) predict the opposite. Ill) Perceptual learning has been invoked as the process by which a face becomes familiar but surprisingly, this idea has received little empirical evaluation. The experimental work reported in this thesis addresses these three issues. Experiments 1 and 2, using flavours as stimuli, reveal that the inhibitory mechanisms that contribute to perceptual learning in rats also contribute to perceptual learning in humans. Experiments 3 and 4 demonstrate a perceptual learning effect using visual stimuli, pictures of human faces and that these effects too, exhibit parallels with studies of perceptual learning with rats. In particular they demonstrate that intermixed exposure results in greater perceptual learning than does blocked exposure. Experiments 5 to 7 indicate that perceptual learning seen following simultaneous exposure is, in turn, superior to intermixed exposure - implicating a process of stimulus comparison. Experiment 8 confirms that this novel effect is also observed with other visual stimuli, chequerboards, while those of Experiments 9 and 10 indicate that the face stimuli used exhibit some of the hallmarks of face processing. These findings establish, along with Experiments 3 to 6, that perceptual learning contributes to the process by which a face becomes familiar.
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Honeycutt, Hunter Gibson. "Prenatal Perceptual Experience and Postnatal Perceptual Preferences: Evidence for Attentional-Bias in Perceptual Learning." Thesis, Virginia Tech, 2000. http://hdl.handle.net/10919/36148.

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Previous studies have indicated that concurrent multimodal stimulation can interfere with prenatal perceptual learning. However, the nature and extent of this interference is not well understood. This study further assessed this issue by exposing three groups of bobwhite quail embryos to (a) no unusual prenatal stimulation, (b) a bobwhite maternal call, or (c) a maternal call + light compound in the period prior to hatching. Experiments differed in terms of the types of stimuli presented during postnatal preference tests (Exp 1 = familiar call vs. unfamiliar call; Exp 2 = familiar compound vs. unfamiliar compound; Exp 3 = familiar compound verses unfamiliar call; Exp 4 = familiar call vs. unfamiliar compound). Embryos receiving no supplemental stimulation showed no preference between stimulus events in all testing conditions. Embryos receiving exposure to a unimodal call preferred the familiar call over the unfamiliar call regardless of the presence or absence of patterned light during testing. Embryos receiving concurrent audio-visual exposure showed no preference between stimulus events in Exp 1 and Exp 4, but did prefer the familiar call when it was paired with light during testing (Exp 2 and 3). These findings suggest that concurrent multimodal stimulation does not interfere with prenatal perceptual learning by overwhelming the young organism's limited attentional capacities. Rather, multimodal biases what information is attended to during exposure and subsequent testing. Results are discussed within an attentional-bias framework, which maintains that young organisms tend to initially process non-redundant compound events as integrative units rather than processing the components of the compound separately.
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Kacelnik, Oliver. "Perceptual learning in sound localization." Thesis, University of Oxford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270638.

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Jones, Peter R. "Mechanisms of auditory perceptual learning." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/13376/.

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Practice improves performance on many basic auditory tasks. However, while the phenomenon of auditory perceptual learning is well established, little is known about the mechanisms underlying such improvements. What is learned during auditory perceptual learning? This thesis attempts to answer this question by applying models of performance to behavioural response data, and examining which parameters change with practice. On a simple pure tone discrimination task, learning is shown to primarily represent a reduction in internal noise, with encoding efficiency, attentiveness and bias appearing invariant. In a more complex auditory detection task, learning and development are also shown to involve improvements in listening strategy, with listeners becoming better able to selectively-attend to task-relevant information. Finally, task performance is potentially constrained not just by the strength of the sensory evidence, but also by the efficiency of the wider decision process that the sensory evidence informs. Thus, in the final chapters learning is also shown to involve reductions in both stationary and nonstationary bias. In short, learning is shown to be subserved by multiple mechanisms that: operate in parallel, vary in importance depending on the task demands, and incorporate both sensory and non-sensory processes. The methods of analysis described herein are shown to effectively partition components of perception in normal hearing children and adults, and may help to understand learning processes needed for the rehabilitation of listening difficulties.
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Borrie, Stephanie Anna. "Perceptual learning of dysarthric speech." Thesis, University of Canterbury. Department of Communication Disorders, 2011. http://hdl.handle.net/10092/5480.

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Perceptual learning, when applied to speech, describes experience-evoked adjustments to the cognitive-perceptual processes required for recognising spoken language. It provides the theoretical basis for improved understanding of a speech signal that is initially difficult to perceive. Reduced intelligibility is a frequent and debilitating symptom of dysarthria, a speech disorder associated with neurological disease or injury. The current thesis investigated perceptual learning of dysarthric speech, by jointly considering intelligibility improvements and associated learning mechanisms for listeners familiarised with the neurologically degraded signal. Moderate hypokinetic dysarthria was employed as the test case in the three phases of this programme of research. The initial research phase established strong empirical evidence of improved recognition of dysarthric speech following a familiarisation experience. Sixty normal hearing listeners were randomly assigned to one of three groups and familiarised with passage readings under the following conditions: (1) neurologically intact speech (control) (n = 20), dysarthric speech (passive familiarisation) (n = 20), and (3) dysarthric speech coupled with written information (explicit familiarisation) (n = 20). Subsequent phrase transcription analysis revealed that the intelligibility scores of both groups familiarised with dysarthric speech were significantly higher than those of the control group. Furthermore, performance gains were superior, in both size and longevity, when the familiarisation conditions were explicit. A condition discrepancy in segmentation strategies, in which attention towards syllabic stress contrast cues increased following explicit familiarisation but decreased following passive familiarisation, indicated that performance differences were more than simply magnitude of benefit. Thus, it was speculated that the learning that occurred with passive familiarisation may be qualitatively different to that which occurred with explicit familiarisation. The second phase of the research programme followed up on the initial findings and examined whether the key variable behind the use of particular segmentation strategies was simply the presence or absence of written information during familiarisation. Forty normal hearing listeners were randomly assigned to one of two groups and were familiarised with experimental phrases under either passive (n = 20) or explicit (n = 20) learning conditions. Subsequent phrase transcription analysis revealed that regardless of condition, all listeners utilised syllabic stress contrast cues to segment speech following familiarisation with phrases that emphasised this prosodic perception cue. Furthermore, the study revealed that, in addition to familiarisation condition, intelligibility gains were dependent on the type of the familiarisation stimuli employed. Taken together, the first two research phases demonstrated that perceptual learning of dysarthric speech is influenced by the information afforded within the familiarisation procedure. The final research phase examined the role of indexical information in perceptual learning of dysarthric speech. Forty normal hearing listeners were randomly assigned to one of two groups and were familiarised with dysarthric speech via a training task that emphasised either the linguistic (word identification) (n = 20) or indexical (speaker identification) (n = 20) properties of the signal. Intelligibility gains for listeners trained to identify indexical information paralleled those achieved by listeners trained to identify linguistic information. Similarly, underlying error patterns were also comparable between the two training groups. Thus, phase three revealed that both indexical and linguistic features of the dysarthric signal are learnable, and can be used to promote subsequent processing of dysarthric speech. In summary, this thesis has demonstrated that listeners can learn to better understand neurologically degraded speech. Furthermore, it has offered insight into how the information afforded by the specific familiarisation procedure is differentially leveraged to improve perceptual performance during subsequent encounters with the dysarthric signal. Thus, this programme of research affords preliminary evidence towards the development of a theoretical framework that exploits perceptual learning for the treatment of dysarthria.
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Gold, Jason Michael. "Signal and noise in perceptual learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ63775.pdf.

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Symonds, Michelle. "Perceptual learning in flavour aversion conditioning." Thesis, University of York, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282301.

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Books on the topic "Perceptual learning"

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name, No. Perceptual learning. Cambridge, MA: MIT Press, 2003.

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Manfred, Fahle, and Poggio Tomaso, eds. Perceptual learning. Cambridge, Mass: MIT Press, 2002.

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Martin, Tom. Craft Learning as Perceptual Transformation. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64283-9.

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Linde, Lucille M. J. Motor-perceptual training and visual-perceptual research: How students improved in seven lessons! Stockton, Calif: L.M.J. Linde, 1992.

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Fisk, Arthur D. The role of stimulus-to-rule consistency in learning rapid application of spatial rules. Brooks Air Force Base, Tex: Air Force Human Resources Laboratory, Air Force Systems Command, 1989.

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Gabriella, Romano, and Movimento di cooperazione educativa, eds. Piccole sedute: Proposte di educazione psicomotoria nella scuola dell'infanzia. Scandicci, Firenze: La nuova Italia, 1993.

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Pradillo, José Luis Pastor. Motricidad, ámbitos y técnicas de intervención. [Alcalá de Henares (Madrid)]: Universidad de Alcalá, 2007.

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Cornier, Jeanette. Guidelines for identifying students with perceptual/communicative disabilities. Denver, Colo: Colorado Department of Education, Special Education Services unit, 2001.

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Owen, Elwyn. Canfod yn ein cynefin. Aberystwyth: CanolfanAstudiaethau Addysg, 1994.

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H, Holding D., ed. Human skills. 2nd ed. Chichester: Wiley, 1989.

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Book chapters on the topic "Perceptual learning"

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Dwyer, Dominic M., and Matthew E. Mundy. "Perceptual Learning." In The Wiley Handbook on the Cognitive Neuroscience of Learning, 201–22. Chichester, UK: John Wiley & Sons, Ltd, 2016. http://dx.doi.org/10.1002/9781118650813.ch9.

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Goldstone, Robert L., David W. Braithwaite, and Lisa A. Byrge. "Perceptual Learning." In Encyclopedia of the Sciences of Learning, 2580–83. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_147.

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Angulo, Rocio, Javier Bustamante, Mario A. Laborda, Gonzalo Miguez, and Vanetza E. Quezada. "Perceptual Learning." In Encyclopedia of Animal Cognition and Behavior, 1–8. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-47829-6_2084-1.

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Angulo, Rocio, Javier Bustamante, Mario A. Laborda, Gonzalo Miguez, and Vanetza E. Quezada-Scholz. "Perceptual Learning." In Encyclopedia of Animal Cognition and Behavior, 5136–43. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-55065-7_2084.

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Zhenhong, Wang. "Perceptual Learning." In The ECPH Encyclopedia of Psychology, 1. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-6000-2_341-1.

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Ghijsen, Harmen. "Perceptual Seemings and Perceptual Learning." In Seemings, 202–16. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003299349-17.

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Lu, Zhong-Lin, and Barbara Anne Dosher. "Visual Perceptual Learning." In Encyclopedia of the Sciences of Learning, 3415–18. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_258.

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Hall, Geoffrey. "Animal Perceptual Learning." In Encyclopedia of the Sciences of Learning, 249–51. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_167.

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Sowden, Paul T., Ian R. L. Davies, Leslie A. Notman, Iona Alexander, and Emre Özgen. "Chromatic perceptual learning." In New Directions in Colour Studies, 433–44. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/z.167.48sow.

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Gaddes, William H., and Dorothy Edgell. "Perceptual Disorders." In Learning Disabilities and Brain Function, 150–76. New York, NY: Springer New York, 1994. http://dx.doi.org/10.1007/978-1-4757-2255-0_4.

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Conference papers on the topic "Perceptual learning"

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BERARDI, NICOLETTA, and ADRIANA FIORENTINI. "VISUAL PERCEPTUAL LEARNING." In Proceedings of the International School of Biophysics. WORLD SCIENTIFIC, 2001. http://dx.doi.org/10.1142/9789812799975_0034.

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Poggio, T. "Learning and Perceptual Interfaces." In 2003 Conference on Computer Vision and Pattern Recognition Workshop (CVPRW). IEEE, 2003. http://dx.doi.org/10.1109/cvprw.2003.10053.

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Scharenborg, Odette, Holger Mitterer, and James M. McQueen. "Perceptual learning of liquids." In Interspeech 2011. ISCA: ISCA, 2011. http://dx.doi.org/10.21437/interspeech.2011-69.

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Li, Huayun, and Dongchuan Yu. "Perceptual Learning in Monocular Occlusions." In the 2018 7th International Conference. New York, New York, USA: ACM Press, 2018. http://dx.doi.org/10.1145/3239264.3239282.

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Cohen, Gad, and Daphna Weinshall. "Hidden Layers in Perceptual Learning." In 2017 IEEE Conference on Computer Vision and Pattern Recognition (CVPR). IEEE, 2017. http://dx.doi.org/10.1109/cvpr.2017.568.

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Kim, Ada S. "Quantified self meets perceptual learning." In UbiComp '17: The 2017 ACM International Joint Conference on Pervasive and Ubiquitous Computing. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3123024.3125508.

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Lake, Brenden M., Gautam K. Vallabha, and James L. McClelland. "Modeling unsupervised perceptual category learning." In 2008 7th IEEE International Conference on Development and Learning (ICDL 2008). IEEE, 2008. http://dx.doi.org/10.1109/devlrn.2008.4640800.

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Sermanet, Pierre, Kelvin Xu, and Sergey Levine. "Unsupervised Perceptual Rewards for Imitation Learning." In Robotics: Science and Systems 2017. Robotics: Science and Systems Foundation, 2017. http://dx.doi.org/10.15607/rss.2017.xiii.050.

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Edmunds, Timothy, and Dinesh K. Pai. "Perceptual Rendering for Learning Haptic Skills." In 2008 Symposium on Haptic Interfaces for Virtual Environment and Teleoperator Systems. IEEE, 2008. http://dx.doi.org/10.1109/haptics.2008.4479948.

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Zhongzhi Shi, Youping Huang, and Jian Zhang. "Neural field model for perceptual learning." In Proceedings of the Third IEEE International Conference on Cognitive Informatics, 2004. IEEE, 2004. http://dx.doi.org/10.1109/coginf.2004.1327475.

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Reports on the topic "Perceptual learning"

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Pia, Alex. Preferred perceptual learning styles of Chinese students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5802.

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Lintern, G. A Perceptual Learning Approach to Skill Transfer for Manual Control. Fort Belvoir, VA: Defense Technical Information Center, January 1985. http://dx.doi.org/10.21236/ada154964.

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Lovett, Andrew, Morteza Dehghani, and Kenneth Forbus. Incremental Learning of Perceptual Categories for Open-Domain Sketch Recognition. Fort Belvoir, VA: Defense Technical Information Center, January 2007. http://dx.doi.org/10.21236/ada470431.

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Hoffner, Elizabeth. A study of the perceptual learning style preferences of Japanese students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6153.

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Turkon, Thomas. Cultural characteristics of learning and perceptual skills of Southeast Alaskan native 5-year-olds. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5410.

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McFarland, Mary. An Analysis of the Relationship Between Learning Style Perceptual Preferences and Attitudes Toward Computer-Assisted Instruction. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1228.

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