Journal articles: 'Perceptual training'

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Hirsch, Micah E., Kaitlin L. Lansford, Tyson S. Barrett, and Stephanie A. Borrie. "Generalized Learning of Dysarthric Speech Between Male and Female Talkers." Journal of Speech, Language, and Hearing Research 64, no. 2 (February 17, 2021): 444–51. http://dx.doi.org/10.1044/2020_jslhr-20-00313.

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Purpose Perceptual training is a listener-targeted means for improving intelligibility of dysarthric speech. Recent work has shown that training with one talker generalizes to a novel talker of the same sex and that the magnitude of benefit is maximized when the talkers are perceptually similar. The current study expands previous findings by investigating whether perceptual training effects generalize between talkers of different sex. Method Forty new listeners were recruited for this study and completed a pretest, familiarization, and posttest perceptual training paradigm. Historical data collected using the same three-phase protocol were included in the data analysis. All listeners were exposed to the same talker with dysarthria during the pretest and posttest phases. For the familiarization phase, listeners were exposed to one of four talkers with dysarthria, differing in sex and level of perceptual similarity to the test talker or a control talker. During the testing phases, listener transcribed phrases produced by the test talker with dysarthria. Listener transcriptions were then used to calculate a percent words correct intelligibility score. Results Multiple linear regression analysis revealed that intelligibility at posttest was not predicted by sex of the training talker. Consistent with earlier work, the magnitude of intelligibility gain was greater when the familiarization and test talkers were perceptually similar. Additional analyses revealed greater between-listeners variability in the dissimilar conditions as compared to the similar conditions. Conclusions Learning as a result of perceptual training with one talker with dysarthria generalized to another talker regardless of sex. In addition, listeners trained with perceptually similar talkers had greater and more consistent intelligibility improvement. Together, these results add to previous evidence demonstrating that learning generalizes to novel talkers with dysarthria and that perceptual training is suitable for many listeners.

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Faubert, Jocelyn, and Lee Sidebottom. "Perceptual-Cognitive Training of Athletes." Journal of Clinical Sport Psychology 6, no. 1 (March 2012): 85–102. http://dx.doi.org/10.1123/jcsp.6.1.85.

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This present article discusses an approach to training high-level athletes’ perceptual-cognitive skills. The intention herein is to (a) introduce concepts in regard to what may be required by athletes to optimally process sports-related visual scenes at the perceptual-cognitive level; (b) present an experimental method of how it may be possible to train this capacity in athletes while discussing the necessary features for a successful perceptual-cognitive training outcome; and (c) propose that this capacity may be trainable even among the highest-level athletes. An important suggestion is that a simple difference between sitting and standing testing conditions may strongly influence speed thresholds with this task, which is analogous to game movement dynamics in sports, indicating shared resources between such high-level perceptual-cognitive demands and mechanisms involved in posture control. A discussion follows emphasizing how a perceptual-cognitive training approach may be useful as an integral component of athletic training. The article concludes with possible future directions.

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Walker, Neff, Arthur D. Fisk, Donita Phipps, and Alex Kirlik. "Training Perceptual-Rule Based Skills." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 38, no. 18 (October 1994): 1178–82. http://dx.doi.org/10.1177/154193129403801807.

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The results of an experiment are discussed that address how best to train perceptual-rule based skills within a domain where rules correlate to perceptual aspects of a dynamic evolving environment. Participants performed the role of football quarterback where the object of the task was to learn to identify the correct pass receiver in a simulated football system. The correct receiver could always be specified by a set of rules or subtle perceptual cues. Subjects were assigned to one of four training groups which were constructed by complete crossing of rule versus no rule learning and visual enhancement training versus no visual enhancement training. After training trials all subjects transferred to new plays in which new rules or perceptual cues were required. Transfer performance was superior for the participants who received the visually enhanced training. These results are discussed in light of theories of part-task training.

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Schuster, David, Javier Rivera, Brittany C. Sellers, Stephen M. Fiore, and Florian Jentsch. "Perceptual training for visual search." Ergonomics 56, no. 7 (July 2013): 1101–15. http://dx.doi.org/10.1080/00140139.2013.790481.

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Lynch, William. "Computer-assisted visual-perceptual training." Journal of Head Trauma Rehabilitation 4, no. 2 (June 1989): 75–77. http://dx.doi.org/10.1097/00001199-198906000-00014.

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Kabakoff, Heather, Julia Kharlamenko, Erika S. Levy, and Susannah V. Levi. "Differences in perceptual assimilation following training." JASA Express Letters 1, no. 4 (April 2021): 045201. http://dx.doi.org/10.1121/10.0003863.

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Cronin, A. F. "Visual/Perceptual Diagnostic Testing and Training." American Journal of Occupational Therapy 41, no. 12 (December 1, 1987): 833–34. http://dx.doi.org/10.5014/ajot.41.12.833b.

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Kellman, Philip J., and Mary K. Kaiser. "Perceptual Learning Modules in Flight Training." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 38, no. 18 (October 1994): 1183–87. http://dx.doi.org/10.1177/154193129403801808.

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Differences between novices and experts in many piloting skills may be due to perceptual learning. Sufficient exposure to relevant stimulus variation produces more efficient information extraction, processing of higher-order patterns, and automaticity. Isolating and condensing relevant perceptual experience in part-task environments might accelerate training. Here we report initial studies of two prototype perceptual learning modules (PLMs) for flight training. Subjects were either experienced (500-2500 hour) civil aviators or non-pilots. In the Visual Navigation PLM, subjects received brief instruction on aeronautical chart symbology and then viewed 20-second segments of terrain (videotaped from aircraft). Each trial required a speeded, forced choice of the aircraft's location from three possible grid locations on the aeronautical chart. A separate control group received only 20 pre- and 20 post-test trials. In the Instrument Relationships PLM, subjects viewed displays of primary flight instruments and performed a speeded response classifying the flight attitude depicted. In both PLMs, subjects' speed and accuracy were measured over 9 blocks of trials. PLMs produced dramatic improvements in speed and accuracy for both non-pilots and pilots. Pilots initially outperformed non-pilots. Non-pilots after 1-2 hours of PLM training were as accurate and faster than pilots before training in both PLMs. The results suggest that PLMs have value for primary and recurrent training, both in aviation and other domains. Appropriately structured PLMs could condense perceptual learning processes that normally occur with extended experience. By fostering greater automaticity of pattern processing, PLMs might allow component skills to be more easily integrated in flight or other complex tasks.

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Kharlamenko, Julia, Heather M. Kabakoff, Erika Levy, and Susannah V. Levi. "Changes to perceptual assimilation following training." Journal of the Acoustical Society of America 145, no. 3 (March 2019): 1827. http://dx.doi.org/10.1121/1.5101678.

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Baluch, F., and L. Itti. "Effects of training on perceptual salience." Journal of Vision 8, no. 6 (March 29, 2010): 473. http://dx.doi.org/10.1167/8.6.473.

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Dina, George, Liliana Dina, and Gabriel Popescu. "Perceptual Models in Voleyball Players Training." Procedia - Social and Behavioral Sciences 93 (October 2013): 2114–19. http://dx.doi.org/10.1016/j.sbspro.2013.10.175.

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Banerjee, Soham, Trafton Drew, Megan K. Mills, and William F. Auffermann. "Perceptual training: learning versus attentional shift." Journal of Medical Imaging 7, no. 02 (December 31, 2019): 1. http://dx.doi.org/10.1117/1.jmi.7.2.022407.

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Ahissar, Merav, Roni Laiwand, and Shaul Hochstein. "Attentional Demands Following Perceptual Skill Training." Psychological Science 12, no. 1 (January 2001): 56–62. http://dx.doi.org/10.1111/1467-9280.00310.

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Huensch, Amanda. "Perceptual phonetic training improves production in larger discourse contexts." Journal of Second Language Pronunciation 2, no. 2 (August 12, 2016): 183–207. http://dx.doi.org/10.1075/jslp.2.2.03hue.

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Perceptual training can lead to improvements in production which generalize to new words and talkers. This study investigated the effects of perceptual training on productions in larger discourse contexts of continuous speech, and additionally examined whether training generalized to a new syllable structure and across grammatical domains. Participants included Korean L2 learners of English in a pretest-training-posttest design. An experimental group completed perceptual training on singleton coda palatals, and a control group completed training on an unrelated target. Results indicated that perceptual training on singleton coda palatals was successful in significantly improving learners’ productions in continuous speech. Learners were able to generalize production improvements to a new syllable structure (simple vs. complex coda), but not across grammatical domains (-ed morphemes). These findings provide further support for the use of perceptual training in pronunciation classrooms, but demonstrate some limitations to its generalizability.

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Bernstein, Lynne E., Edward T. Auer, and Silvio P. Eberhardt. "During Lipreading Training With Sentence Stimuli, Feedback Controls Learning and Generalization to Audiovisual Speech in Noise." American Journal of Audiology 31, no. 1 (March 3, 2022): 57–77. http://dx.doi.org/10.1044/2021_aja-21-00034.

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Purpose: This study investigated the effects of external feedback on perceptual learning of visual speech during lipreading training with sentence stimuli. The goal was to improve visual-only (VO) speech recognition and increase accuracy of audiovisual (AV) speech recognition in noise. The rationale was that spoken word recognition depends on the accuracy of sublexical (phonemic/phonetic) speech perception; effective feedback during training must support sublexical perceptual learning. Method: Normal-hearing (NH) adults were assigned to one of three types of feedback: Sentence feedback was the entire sentence printed after responding to the stimulus. Word feedback was the correct response words and perceptually near but incorrect response words. Consonant feedback was correct response words and consonants in incorrect but perceptually near response words. Six training sessions were given. Pre- and posttraining testing included an untrained control group. Test stimuli were disyllable nonsense words for forced-choice consonant identification, and isolated words and sentences for open-set identification. Words and sentences were VO, AV, and audio-only (AO) with the audio in speech-shaped noise. Results: Lipreading accuracy increased during training. Pre- and posttraining tests of consonant identification showed no improvement beyond test–retest increases obtained by untrained controls. Isolated word recognition with a talker not seen during training showed that the control group improved more than the sentence group. Tests of untrained sentences showed that the consonant group significantly improved in all of the stimulus conditions (VO, AO, and AV). Its mean words correct scores increased by 9.2 percentage points for VO, 3.4 percentage points for AO, and 9.8 percentage points for AV stimuli. Conclusions: Consonant feedback during training with sentences stimuli significantly increased perceptual learning. The training generalized to untrained VO, AO, and AV sentence stimuli. Lipreading training has potential to significantly improve adults' face-to-face communication in noisy settings in which the talker can be seen.

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Lansford, Kaitlin L., Stephanie A. Borrie, and Tyson S. Barrett. "Regularity Matters: Unpredictable Speech Degradation Inhibits Adaptation to Dysarthric Speech." Journal of Speech, Language, and Hearing Research 62, no. 12 (December 18, 2019): 4282–90. http://dx.doi.org/10.1044/2019_jslhr-19-00055.

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Purpose Listener-targeted perceptual training paradigms, which leverage the mechanism of perceptual learning, show strong promise for improving intelligibility in dysarthria, offsetting the communicative burden from the speaker onto the listener. Theoretical models of perceptual learning underscore the importance of acoustic regularity (i.e., signal predictability) for listener adaptation to degraded speech. The purpose of the current investigation was to evaluate intelligibility outcomes following perceptual training with hyperkinetic dysarthria, a subtype characterized by reduced signal predictability. Method Forty listeners completed the standard 3-phase perceptual training protocol (pretest, training, and posttest) with 1 of 2 talkers with hyperkinetic dysarthria. Perceptual data were compared to a historical data set for 1 other talker with hyperkinetic dysarthria to examine the effect of perceptual training on intelligibility. Results When controlling for pretest intelligibility, regression results suggest listeners of the 2 novel talkers with hyperkinetic dysarthria performed comparably to the listeners of the original talker on the posttest following training. Furthermore, differences between pretest and posttest intelligibility failed to reach clinical significance for all 3 talkers and statistical significance for 2 of the 3. Conclusion The current findings are consistent with theoretical models of perceptual learning and suggest that listener adaptation to degraded speech may be negligible for talkers with dysarthria whose speech is marked by reduced signal predictability.

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Tzuriel, David. "Transfer Effects of Teaching Conceptual Versus Perceptual Analogies." Journal of Cognitive Education and Psychology 6, no. 2 (January 2007): 194–217. http://dx.doi.org/10.1891/194589507787382232.

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The study’s main objective was to investigate the transfer effects of training in one type of analogies (conceptual versus perceptual) on performance of the second type. A sample of 396 kindergarten children (mean age = 5:8 years) were randomly assigned to three experimental (E1, E2, E3) and one control group. Groups E1 and E2 received training in either conceptual (n = 118) or perceptual analogies (n = 121), respectively. Training included encoding, inference, mapping, application, and response. Group E3 (n = 93) was trained only in the relation between the analogy terms A : B and the control group had no training. All groups were administered the Children’s Conceptual and Perceptual Analogical Modifiability (CCPAM) test before and after the training. Groups E1 and E2 improved their test performance significantly from pre- to posttraining as compared with group E3, which showed a significant decrease in conceptual analogies and no improvement in perceptual analogies. Perceptual training (group E2) was limited to gains in perceptual analogies whereas conceptual training (group E1) was effective in improving conceptual and perceptual analogies. Group E3 showed a pre- to posttraining performance decrease. The findings are discussed in relation to mediation processes, task characteristics, conditions for transfer, and practical implications for teaching.

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Caserta, Ryan J., Jessica Young, and Christopher M. Janelle. "Old Dogs, New Tricks: Training the Perceptual Skills of Senior Tennis Players." Journal of Sport and Exercise Psychology 29, no. 4 (August 2007): 479–97. http://dx.doi.org/10.1123/jsep.29.4.479.

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The purpose of the study was to determine whether multidimensional perceptual-cognitive skills training, including situational awareness, anticipation, and decision making, improves on-court performance in older adults when compared with a physical training program, including stroke and footwork development. Senior tennis players (N = 27) were randomly assigned to one of three groups: perceptual-cognitive skills training, technique-footwork training, or no training. Results indicated that participants receiving perceptual-cognitive skills training had significantly faster response speeds, higher percentage of accurate responses, and higher percentage of performance decision making in posttest match situations. Findings provide clear evidence that perceptual-cognitive skills can be trained in aged individuals. Implications and suggestions for future research are offered.

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Erbes, Sabine, and Georg Michelson. "Stereoscopic Visual Perceptual Learning in Seniors." Geriatrics 6, no. 3 (September 18, 2021): 94. http://dx.doi.org/10.3390/geriatrics6030094.

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Background: We showed that seniors can improve their stereoscopic ability (stereoacuity) and corresponding reaction time with repetitive training and, furthermore, that these improvements through training are still present even after a longer period of time without training. Methods: Eleven seniors (average age: 85.90 years) trained twice a week for six weeks with dynamic stereoscopic perception training using a vision training apparatus (c-Digital Vision Trainer®). Stereoscopic training was performed in 12 training session (n = 3072) of visual tasks. The task was to identify and select one of four figures (stereoscopic stimuli) that was of a different disparity using a controller. The tests included a dynamic training (showing rotating balls) and a static test (showing plates without movement). Before and after training, the stereoacuity and the corresponding reaction times were identified with the static stereotest in order to determine the individual training success. The changes in respect to reaction time of stereoscopic stimuli with decreasing disparity were calculated. Results: After 6 weeks of training, reaction time improved in the median from 936 arcsec to 511 arcsec. Stereoscopic vision improved from 138 arcsec to 69 arcsec, which is an improvement of two levels of difficulty. After 6 months without training, the improvement, achieved by training, remained stable. Conclusions: In older people, visual training leads to a significant, long-lasting improvement in stereoscopic vision and the corresponding reaction time in seniors. This indicates cortical plasticity even in old age.

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Davies-Thompson, Jodie, Kimberley Fletcher, Charlotte Hills, Raika Pancaroglu, Sherryse L. Corrow, and Jason J. S. Barton. "Perceptual Learning of Faces: A Rehabilitative Study of Acquired Prosopagnosia." Journal of Cognitive Neuroscience 29, no. 3 (March 2017): 573–91. http://dx.doi.org/10.1162/jocn_a_01063.

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Despite many studies of acquired prosopagnosia, there have been only a few attempts at its rehabilitation, all in single cases, with a variety of mnemonic or perceptual approaches, and of variable efficacy. In a cohort with acquired prosopagnosia, we evaluated a perceptual learning program that incorporated variations in view and expression, which was aimed at training perceptual stages of face processing with an emphasis on ecological validity. Ten patients undertook an 11-week face training program and an 11-week control task. Training required shape discrimination between morphed facial images, whose similarity was manipulated by a staircase procedure to keep training near a perceptual threshold. Training progressed from blocks of neutral faces in frontal view through increasing variations in view and expression. Whereas the control task did not change perception, training improved perceptual sensitivity for the trained faces and generalized to new untrained expressions and views of those faces. There was also a significant transfer to new faces. Benefits were maintained over a 3-month period. Training efficacy was greater for those with more perceptual deficits at baseline. We conclude that perceptual learning can lead to persistent improvements in face discrimination in acquired prosopagnosia. This reflects both acquisition of new skills that can be applied to new faces as well as a degree of overlearning of the stimulus set at the level of 3-D expression-invariant representations.

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Lu, Shuang, Ratree Wayland, and Edith Kaan. "Comparison of perceptual training and production training on tone identification." Journal of the Acoustical Society of America 134, no. 5 (November 2013): 4250. http://dx.doi.org/10.1121/1.4831638.

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Zanesco, Anthony P., Brandon G. King, Chivon Powers, Rosanna De Meo, Kezia Wineberg, Katherine A. MacLean, and Clifford D. Saron. "Modulation of Event-related Potentials of Visual Discrimination by Meditation Training and Sustained Attention." Journal of Cognitive Neuroscience 31, no. 8 (August 2019): 1184–204. http://dx.doi.org/10.1162/jocn_a_01419.

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The ability to discriminate among goal-relevant stimuli tends to diminish when detections must be made continuously over time. Previously, we reported that intensive training in shamatha (focused-attention) meditation can improve perceptual discrimination of difficult-to-detect visual stimuli [MacLean, K. A., Ferrer, E., Aichele, S. R., Bridwell, D. A., Zanesco, A. P., Jacobs, T. L., et al. Intensive meditation training improves perceptual discrimination and sustained attention. Psychological Science, 21, 829–839, 2010]. Here we extend these findings to examine how discrimination difficulty and meditation training interact to modulate event-related potentials of attention and perceptual processing during vigilance. Training and wait-list participants completed a continuous performance task at the beginning, middle, and end of two 3-month meditation interventions. In the first intervention (Retreat 1), the continuous performance task target was adjusted across assessments to match training-related changes in participants' perceptual capacity. In the second intervention (Retreat 2), the target was held constant across training, irrespective of changes in discrimination capacity. No training effects were observed in Retreat 1, whereas Retreat 2 was associated with changes in the onset of early sensory signals and an attenuation of within-task decrements at early latencies. In addition, changes at later stimulus processing stages were directly correlated with improvements in perceptual threshold across the second intervention. Overall, these findings demonstrate that improvements in perceptual discrimination can modulate electrophysiological markers of perceptual processing and attentional control during sustained attention, but likely only under conditions where an individual's discrimination capacity is allowed to exceed the demand imposed by the difficulty of a visual target. These results contribute to basic understanding of the dependence of perceptual processing and attentional control to contextual demands and their susceptibility to directed mental training.

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Guggenmos, Matthias, Marcus Rothkirch, Klaus Obermayer, John-Dylan Haynes, and Philipp Sterzer. "A Hippocampal Signature of Perceptual Learning in Object Recognition." Journal of Cognitive Neuroscience 27, no. 4 (April 2015): 787–97. http://dx.doi.org/10.1162/jocn_a_00735.

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Perceptual learning is the improvement in perceptual performance through training or exposure. Here, we used fMRI before and after extensive behavioral training to investigate the effects of perceptual learning on the recognition of objects under challenging viewing conditions. Objects belonged either to trained or untrained categories. Trained categories were further subdivided into trained and untrained exemplars and were coupled with high or low monetary rewards during training. After a 3-day training, object recognition was markedly improved. Although there was a considerable transfer of learning to untrained exemplars within categories, an enhancing effect of reward reinforcement was specific to trained exemplars. fMRI showed that hippocampus responses to both trained and untrained exemplars of trained categories were enhanced by perceptual learning and correlated with the effect of reward reinforcement. Our results suggest a key role of hippocampus in object recognition after perceptual learning.

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Olmstead, Anne J., Navin Viswanathan, Jacqueline M. Albor, and Olivia A. Billetdeaux. "Perceptual training affects linguistic release from masking." Journal of the Acoustical Society of America 151, no. 4 (April 2022): A276. http://dx.doi.org/10.1121/10.0011323.

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Understanding speech in noisy conditions is a problem faced by all listeners. Previous studies have shown that listeners understand target speech better when background speech (masker) is in a different language. This is called Linguistic Release from Masking (LRM). In the current study, we examined whether training on identifying speech in noisy conditions can modulate LRM. In a pre-test/training/post-test design, 60 monolingual American English listeners transcribed English sentences presented in noisy backgrounds. In the pre-test and post-test, all listeners transcribed sentences presented with both English and Dutch maskers without feedback. During training, participants were randomly assigned to transcribe target sentences with Dutch, English, or white noise maskers and received feedback. Results showed an LRM effect in the pre-test; participants transcribed the target sentences better with a Dutch than with an English masker. After training, participants improved in all conditions, but greater improvements in the English masker condition eliminated LRM. Results provide insight into the role of perceptual learning as well as into the nature of informational masking effects underlying LRM. This study serves as a basis for future research examining improvement for speech in speech recognition and changes in LRM.

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Schatz, Sae, Robert Wray, Jeremiah Folsom-Kovarik, and Denise Nicholson. "Adaptive Perceptual Training in a Virtual Environment." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 56, no. 1 (September 2012): 2472–76. http://dx.doi.org/10.1177/1071181312561503.

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Parsons, Brendan, Tara Magill, Alexandra Boucher, Monica Zhang, Katrine Zogbo, Sarah Bérubé, Olivier Scheffer, Mario Beauregard, and Jocelyn Faubert. "Enhancing Cognitive Function Using Perceptual-Cognitive Training." Clinical EEG and Neuroscience 47, no. 1 (December 30, 2014): 37–47. http://dx.doi.org/10.1177/1550059414563746.

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Rhee, J., T. Konkle, T. Brady, and G. Alvarez. "Does memory enhancement training alter perceptual representations?" Journal of Vision 12, no. 9 (August 10, 2012): 299. http://dx.doi.org/10.1167/12.9.299.

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Walker, Bruce N., and Michael A. Nees. "Conceptual versus Perceptual Training for Auditory Graphs." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 49, no. 17 (September 2005): 1598–601. http://dx.doi.org/10.1177/154193120504901721.

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A study examined different types of brief training for performance of a point estimation task with a sonified graph of quantitative data. For a given trial, participants estimated the price of a stock at a randomly selected hour of a 10-hour trading day as displayed by an auditory graph of the stock price. Sixty Georgia Tech undergraduate students completed a pre-test, an experimental training session, and a post-test for the point estimation task. In an extension of Smith and Walker (in press), a highly conceptual, task analysisderived method of training was examined along with training paradigms that used either practice alone, prompting of correct responses, or feedback for correct answers during the training session. A control group completed a filler task during training. Results indicated that practice with feedback during training produced better post-test scores than the control condition

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Legault, Isabelle, and Jocelyn Faubert. "Perceptual-cognitive training improves biological motion perception." NeuroReport 23, no. 8 (May 2012): 469–73. http://dx.doi.org/10.1097/wnr.0b013e328353e48a.

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Searston, Rachel A., and Jason M. Tangen. "Training perceptual experts: Feedback, labels, and contrasts." Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale 71, no. 1 (2017): 32–39. http://dx.doi.org/10.1037/cep0000124.

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Ryu, Donghyun, David L. Mann, Bruce Abernethy, and Jamie M. Poolton. "Gaze-contingent training enhances perceptual skill acquisition." Journal of Vision 16, no. 2 (January 29, 2016): 2. http://dx.doi.org/10.1167/16.2.2.

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Jackson, R. C., and D. Farrow. "Implicit perceptual training: How, when, and why?" Human Movement Science 24, no. 3 (June 2005): 308–25. http://dx.doi.org/10.1016/j.humov.2005.06.003.

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Hagemann, Norbert, Bernd Strauss, and Rouwen Cañal-Bruland. "Training Perceptual Skill by Orienting Visual Attention." Journal of Sport and Exercise Psychology 28, no. 2 (June 2006): 143–58. http://dx.doi.org/10.1123/jsep.28.2.143.

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A major element in expert sports performance, particularly racket-and-ball games, is excellent anticipatory skill. A prestudy combined the temporal and spatial occlusion paradigms to ascertain which key stimuli badminton players use for anticipating the direction of overhead shots. The main study then evaluated a program for training anticipatory skills; 200 video clips were employed to orient attention toward these key stimuli. Participants were 63 badminton novices, 20 national league players, and 21 local league players. A transparent red patch (exogenous orienting) was used to orient attention toward the trunk up to 160 ms before racket-shuttle contact; the arm, from 160 ms to 80 ms before contact; and the racket, from 80 ms before to actual contact. Results showed that badminton novices who trained with this program significantly improved their anticipatory skill between post- and retention test compared with controls. Whereas local league players improved from pre- to posttest, training had no effect on expert national league players. It is concluded that using red transparent patches to highlight the most informative cues in perceptual training programs is a promising way to improve anticipatory skill.

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Wong, Denise Wai-Man, Roger W. Chan, and Chia-Hsin Wu. "Effect of Training With Anchors on Auditory-Perceptual Evaluation of Dysphonia in Speech-Language Pathology Students." Journal of Speech, Language, and Hearing Research 64, no. 4 (April 14, 2021): 1136–56. http://dx.doi.org/10.1044/2020_jslhr-20-00214.

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Purpose Auditory-perceptual evaluation is essential for the clinical assessment of voice disorders. Unstable perceptual voice evaluation has been shown for inexperienced listeners as compared to expert listeners. We examined the effects of perceptual training with external auditory anchors with and without immediate feedback on the evaluation of roughness and breathiness of natural, nonsynthesized speech stimuli (reading of a standard passage) in speech-language pathology students. Method Perceptual voice evaluation and training with anchors using a visual analog scale was implemented with a computer software. Forty-eight speech-language pathology students were randomly assigned into three groups, feedback group (Group F), no feedback group (Group NF), and control group (Group C), attending one training session and four assessment sessions (before training, immediately after training, and 1 and 7 weeks after training). Group F received training with anchors with immediate feedback, Group NF received training without immediate feedback, and Group C received sham training (exposure session). Results Training with anchors significantly increased the rating accuracy (agreement with expert ratings) on both roughness and breathiness for Group F, with the effects lasting for 7 weeks. No significant changes in rating accuracy with training were observed for Group NF and Group C. No improvements in intra- and interrater reliability as well as intrarater agreement were observed in all three groups, whereas interrater agreement on breathiness (but not roughness) significantly increased for all groups, with the effect lasting for 7 weeks only for Group F. Conclusions These findings suggested that perceptual training with external auditory anchors and the use of immediate feedback could be effective for facilitating the development of perceptual voice evaluation skills in speech-language pathology students. Further studies involving more extensive training with stimuli covering a full range of dysphonia severity categories and improvements in design of the training protocol are recommended to verify these results.

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Rago, Vincenzo, João Brito, Pedro Figueiredo, Peter Krustrup, and António Rebelo. "Relationship between External Load and Perceptual Responses to Training in Professional Football: Effects of Quantification Method." Sports 7, no. 3 (March 17, 2019): 68. http://dx.doi.org/10.3390/sports7030068.

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We examined the within-player correlation between external training load (ETL) and perceptual responses to training in a professional male football team (n = 13 outfield players) over an eight-week competitive period. ETL was collected using 10-Hz GPS, whereas perceptual responses were accessed through rating of perceived exertion (RPE) questionnaires. Moderate-speed running (MSR), high-speed running (HSR) and sprinting were defined using arbitrary (fixed) and individualised speed zones (based on maximal aerobic speed and maximal sprinting speed). When ETL was expressed as actual distance covered within the training session, perceptual responses were moderately correlated to MSR and HSR quantified using the arbitrary method (p < 0.05; r = 0.53 to 0.59). However, the magnitude of correlations tended to increase when the individualised method was used (p < 0.05; r = 0.58 to 0.67). Distance covered by sprinting was moderately correlated to perceptual responses only when the individualised method was used (p < 0.05; 0.55 [0.05; 0.83] and 0.53 [0.02; 0.82]). Perceptual responses were largely correlated to the sum of distance covered within all three speed running zones, irrespective of the quantification method (p < 0.05; r = 0.58 to 0.68). When ETL was expressed as percentage of total distance covered within the training session, no significant correlations were observed (p > 0.05). Perceptual responses to training load seem to be better associated with ETL, when the latter is adjusted to individual fitness capacities. Moreover, reporting ETL as actual values of distance covered within the training session instead of percentual values inform better about players’ perceptual responses to training load.

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Lansford, Kaitlin L., Stephanie A. Borrie, Tyson S. Barrett, and Cassidy Flechaus. "When Additional Training Isn't Enough: Further Evidence That Unpredictable Speech Inhibits Adaptation." Journal of Speech, Language, and Hearing Research 63, no. 6 (June 22, 2020): 1700–1711. http://dx.doi.org/10.1044/2020_jslhr-19-00380.

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Purpose Robust improvements in intelligibility following familiarization, a listener-targeted perceptual training paradigm, have been revealed for talkers diagnosed with spastic, ataxic, and hypokinetic dysarthria but not for talkers with hyperkinetic dysarthria. While the theoretical explanation for the lack of intelligibility improvement following training with hyperkinetic talkers is that there is insufficient distributional regularity in the speech signals to support perceptual adaptation, it could simply be that the standard training protocol was inadequate to facilitate learning of the unpredictable talker. In a pair of experiments, we addressed this possible alternate explanation by modifying the levels of exposure and feedback provided by the perceptual training protocol to offer listeners a more robust training experience. Method In Experiment 1, we examined the exposure modifications, testing whether perceptual adaptation to an unpredictable talker with hyperkinetic dysarthria could be achieved with greater or more diverse exposure to dysarthric speech during the training phase. In Experiment 2, we examined feedback modifications, testing whether perceptual adaptation to the unpredictable talker could be achieved with the addition of internally generated somatosensory feedback, via vocal imitation, during the training phase. Results Neither task modification led to improved intelligibility of the unpredictable talker with hyperkinetic dysarthria. Furthermore, listeners who completed the vocal imitation task demonstrated significantly reduced intelligibility at posttest. Conclusion Together, the results from Experiments 1 and 2 replicate and extend findings from our previous work, suggesting perceptual adaptation is inhibited for talkers whose speech is largely characterized by unpredictable degradations. Collectively, these results underscore the importance of integrating signal predictability into theoretical models of perceptual learning.

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Romeas, Thomas, Romain Chaumillon, David Labbé, and Jocelyn Faubert. "Combining 3D-MOT With Sport Decision-Making for Perceptual-Cognitive Training in Virtual Reality." Perceptual and Motor Skills 126, no. 5 (July 4, 2019): 922–48. http://dx.doi.org/10.1177/0031512519860286.

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This study introduces a virtual life-sized perceptual-cognitive training paradigm that combines three-dimensional multiple object tracking (3D-MOT) with motor (Experiment 1) or perceptual (Experiment 2) sport decision-making tasks. We sought to assess the impact of training on task performance and determine optimal training conditions for improvement and learning. Fifty-seven participants were randomly assigned to one of four training conditions (isolated 3D-MOT, 3D-MOT combined with a decision-making task, consolidated 3D-MOT later combined with a decision-making task, and isolated decision-making task). We evaluated task performance using speed thresholds, success rate (%), and reaction time (s). Findings were that the dual-task paradigm was associated with performance beyond chance level on both 3D-MOT and decision-making tasks despite an important dual-task cost. Interestingly, the results seemed to favor consolidated 3D-MOT training over simultaneous 3D-MOT training when combined with a motor decision-making task but not when combined with a perceptual decision-making task. The number of shared attentional resources in the nature of the additional task (i.e., perceptual or motor decision-making) seems to be key in interpreting the dual-task interference. These findings must be considered when designing representative multitask perceptual-cognitive training.

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Wang, Wu, Jiajia Yang, Yinghua Yu, Qiong Wu, Jiabin Yu, Satoshi Takahashi, Yoshimichi Ejima, and Jinglong Wu. "Tactile angle discriminability improvement: roles of training time intervals and different types of training tasks." Journal of Neurophysiology 122, no. 5 (November 1, 2019): 1918–27. http://dx.doi.org/10.1152/jn.00161.2019.

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Perceptual learning, which is not limited to sensory modalities such as vision and touch, emerges within a training session and between training sessions and is accompanied by the remodeling of neural connections in the cortex. However, limited knowledge exists regarding perceptual learning between training sessions. Although tactile studies have paid attention to between-session learning effects, there have been few studies asking fundamental questions regarding whether the time interval between training sessions affects tactile perceptual learning and generalization across tactile tasks. We investigated the effects of different training time intervals on the consecutive performance of a tactile angle discrimination (AD) task and a tactile orientation discrimination (OD) task training on tactile angle discriminability. The results indicated that in the short-interval training group, AD task performance significantly improved in the early stage of learning and nearly plateaued in the later stage, whereas in the long-interval training group, significant improvement was delayed and then also nearly plateaued in the later stage; additionally, improved OD task performance resulted in improved AD task performance. These findings suggest that training time interval affects the early stage of learning but not the later stage and that generalization occurs between different types of tactile tasks. NEW & NOTEWORTHY Perceptual learning, which constitutes important foundations of complicated cognitive processes, is learning better perception skills. We demonstrate that training time interval can affect the early stage of learning but not the later stage. Moreover, a tactile orientation discrimination training task can also improve tactile angle discrimination performance. These findings may expand the characteristics of between-session learning and help understand the mechanism of the generalization across tactile tasks.

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Kattner, Florian, Aaron Cochrane, Christopher R. Cox, Thomas E. Gorman, and C. Shawn Green. "Perceptual Learning Generalization from Sequential Perceptual Training as a Change in Learning Rate." Current Biology 27, no. 6 (March 2017): 840–46. http://dx.doi.org/10.1016/j.cub.2017.01.046.

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Wang, Yue, Allard Jongman, and Joan A. Sereno. "Acoustic and perceptual evaluation of Mandarin tone productions before and after perceptual training." Journal of the Acoustical Society of America 113, no. 2 (February 2003): 1033–43. http://dx.doi.org/10.1121/1.1531176.

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Xu, Buyun, Liam Rourke, June Robinson, and James Tanaka. "Training melanoma detection in photographs using the perceptual expertise training approach." Journal of Vision 16, no. 12 (September 1, 2016): 1101. http://dx.doi.org/10.1167/16.12.1101.

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Xu, Buyun, Liam Rourke, June K. Robinson, and James W. Tanaka. "Training Melanoma Detection in Photographs Using the Perceptual Expertise Training Approach." Applied Cognitive Psychology 30, no. 5 (July 19, 2016): 750–56. http://dx.doi.org/10.1002/acp.3250.

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Caras, Melissa L., and Dan H. Sanes. "Top-down modulation of sensory cortex gates perceptual learning." Proceedings of the National Academy of Sciences 114, no. 37 (August 28, 2017): 9972–77. http://dx.doi.org/10.1073/pnas.1712305114.

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Practice sharpens our perceptual judgments, a process known as perceptual learning. Although several brain regions and neural mechanisms have been proposed to support perceptual learning, formal tests of causality are lacking. Furthermore, the temporal relationship between neural and behavioral plasticity remains uncertain. To address these issues, we recorded the activity of auditory cortical neurons as gerbils trained on a sound detection task. Training led to improvements in cortical and behavioral sensitivity that were closely matched in terms of magnitude and time course. Surprisingly, the degree of neural improvement was behaviorally gated. During task performance, cortical improvements were large and predicted behavioral outcomes. In contrast, during nontask listening sessions, cortical improvements were weak and uncorrelated with perceptual performance. Targeted reduction of auditory cortical activity during training diminished perceptual learning while leaving psychometric performance largely unaffected. Collectively, our findings suggest that training facilitates perceptual learning by strengthening both bottom-up sensory encoding and top-down modulation of auditory cortex.

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Tanaka, James W., Tim Curran, and David L. Sheinberg. "The Training and Transfer of Real-World Perceptual Expertise." Psychological Science 16, no. 2 (February 2005): 145–51. http://dx.doi.org/10.1111/j.0956-7976.2005.00795.x.

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A hallmark of perceptual expertise is that experts classify objects at a more specific, subordinate level of abstraction than novices. To what extent does subordinate-level learning contribute to the transfer of perceptual expertise to novel exemplars and novel categories? In this study, participants learned to classify 10 varieties of wading birds and 10 varieties of owls at either the subordinate, species (e.g., “great blue crown heron,” “eastern screech owl”) or the family (“wading bird,” “owl”) level of abstraction. During training, the amount of visual exposure was equated such that participants received an equal number of learning trials for wading birds and owls. Pre- and posttraining performance was measured in a same/different discrimination task in which participants judged whether pairs of bird stimuli belonged to the same or different species. Participants trained in species-level discrimination demonstrated greater transfer to novel exemplars and novel species categories than participants trained in family-level discrimination. These findings suggest that perceptual categorization, not perceptual exposure per se, is important for the development and generalization of visual expertise.

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Darainy, Mohammad, Shahabeddin Vahdat, and David J. Ostry. "Perceptual learning in sensorimotor adaptation." Journal of Neurophysiology 110, no. 9 (November 1, 2013): 2152–62. http://dx.doi.org/10.1152/jn.00439.2013.

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Motor learning often involves situations in which the somatosensory targets of movement are, at least initially, poorly defined, as for example, in learning to speak or learning the feel of a proper tennis serve. Under these conditions, motor skill acquisition presumably requires perceptual as well as motor learning. That is, it engages both the progressive shaping of sensory targets and associated changes in motor performance. In the present study, we test the idea that perceptual learning alters somatosensory function and in so doing produces changes to human motor performance and sensorimotor adaptation. Subjects in these experiments undergo perceptual training in which a robotic device passively moves the subject's arm on one of a set of fan-shaped trajectories. Subjects are required to indicate whether the robot moved the limb to the right or the left and feedback is provided. Over the course of training both the perceptual boundary and acuity are altered. The perceptual learning is observed to improve both the rate and extent of learning in a subsequent sensorimotor adaptation task and the benefits persist for at least 24 h. The improvement in the present studies varies systematically with changes in perceptual acuity and is obtained regardless of whether the perceptual boundary shift serves to systematically increase or decrease error on subsequent movements. The beneficial effects of perceptual training are found to be substantially dependent on reinforced decision-making in the sensory domain. Passive-movement training on its own is less able to alter subsequent learning in the motor system. Overall, this study suggests perceptual learning plays an integral role in motor learning.

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Chan, Karen M. K., and Edwin M.-L. Yiu. "The Effect of Anchors and Training on the Reliability of Perceptual Voice Evaluation." Journal of Speech, Language, and Hearing Research 45, no. 1 (February 2002): 111–26. http://dx.doi.org/10.1044/1092-4388(2002/009).

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Perceptual voice evaluation is a common clinical tool for rating the severity of vocal quality impairment. However, the evaluation process involves subjective judgment, and reliability is therefore a major issue that needs to be considered. When listeners are asked to judge the quality of a voice signal, they use their own internal standards as the references. These internal standards can be variable, as different individuals may have acquired different standards in prior situations. In order to improve the reliability of the perceptual voice evaluation process, external anchors and training are provided to counteract the effect of these internal standards. This study investigated to what extent the provision of anchors and a training program would improve the reliability of perceptual voice evaluation by naive listeners. The results show, in general, that anchors and training helped to improve the reliability of perceptual voice evaluation, especially in the rating of male voices. Furthermore, it was found that anchors made up of synthesized signals combined with training were more effective in improving reliability in judging perceptual roughness and breathiness than natural voice anchors.

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Wolfe, Virginia I., David P. Martin, and Chester I. Palmer. "Perception of Dysphonic Voice Quality by Naive Listeners." Journal of Speech, Language, and Hearing Research 43, no. 3 (June 2000): 697–705. http://dx.doi.org/10.1044/jslhr.4303.697.

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For clinical assessment as well as student training, there is a need for information pertaining to the perceptual dimensions of dysphonic voice. To this end, 24 naive listeners judged the similarity of 10 female and 10 male vowel samples, selected from within a narrow range of fundamental frequencies. Most of the perceptual variance for both sets of voices was associated with "degree of abnormality" as reflected by perceptual ratings as well as combined acoustic measures, based upon filtered and unfiltered signals. A second perceptual dimension for female voices was associated with high frequency noise as reflected by two acoustic measures: breathiness index (BRI) and a high-frequency power ratio. A second perceptual dimension for male voices was associated with a breathy-overtight continuum as reflected by period deviation (PDdev) and perceptual ratings of breathiness. Results are discussed in terms of perceptual training and the clinical assessment of pathological voices.

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González, Juan C., Paul Bach-y-Rita, and Steven J. Haase. "Perceptual recalibration in sensory substitution and perceptual modification." Cognitive Technologies and the Pragmatics of Cognition 13, no. 3 (December 20, 2005): 481–500. http://dx.doi.org/10.1075/pc.13.3.05gon.

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This paper analyzes the process of perceptual recalibration (PR) in light of two cases of technologically-mediated cognition: sensory substitution and perceptual modification. We hold that PR is a very useful concept — perhaps necessary — for explaining the adaptive capacity that natural perceptive systems display as they respond to functional demands from the environment. We also survey critically related issues, such as the role of learning, training, and nervous system plasticity in the recalibrating process. Attention is given to the interaction between technology and cognition, and the case of epistemic prostheses is presented as an illustration. Finally, we address the following theoretical issues: (1) the dynamic character of spatial perception; (2) the role of functional demands in perception; (3) the nature and interaction of sensory modalities. We aim to show that these issues may be addressed empirically and conceptually — hence, the usefulness of sensory-substitution and perceptual-modification studies in the analysis of perception, technologically-mediated cognition, and cognition in general.

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Eberts, Ray, and Walter Schneider. "Effects of perceptual training of sequenced line movements." Perception & Psychophysics 39, no. 4 (July 1986): 236–47. http://dx.doi.org/10.3758/bf03204930.

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Cochrane, Aaron, Lucy Cui, Edward M. Hubbard, and C. Shawn Green. "“Approximate number system” training: A perceptual learning approach." Attention, Perception, & Psychophysics 81, no. 3 (December 13, 2018): 621–36. http://dx.doi.org/10.3758/s13414-018-01636-w.

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Journal articles on the topic 'Perceptual training'

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