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Stimulus variability and task relevance modulate binding-learning.

Publication ,  Journal Article
George, N; Egner, T
Published in: Attention, perception & psychophysics
May 2022

Classical theories of attention posit that integration of features into object representation (or feature binding) requires engagement of focused attention. Studies challenging this idea have demonstrated that feature binding can happen outside of the focus of attention for familiar objects, as well as for arbitrary color-orientation conjunctions. Detection performance for arbitrary feature conjunction improves with training, suggesting a potential role of perceptual learning mechanisms in the integration of features, a process called "binding-learning". In the present study, we investigate whether stimulus variability and task relevance, two critical determinants of visual perceptual learning, also modulate binding-learning. Transfer of learning in a visual search task to a pre-exposed color-orientation conjunction was assessed under conditions of varying stimulus variability and task relevance. We found transfer of learning for the pre-exposed feature conjunctions that were trained with high variability (Experiment 1). Transfer of learning was not observed when the conjunction was rendered task-irrelevant during training due to pop-out targets (Experiment 2). Our findings show that feature binding is determined by principles of perceptual learning, and they support the idea that functions traditionally attributed to goal-driven attention can be grounded in the learning of the statistical structure of the environment.

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Published In

Attention, perception & psychophysics

DOI

EISSN

1943-393X

ISSN

1943-3921

Publication Date

May 2022

Volume

84

Issue

4

Start / End Page

1151 / 1166

Related Subject Headings

  • Visual Perception
  • Spatial Learning
  • Humans
  • Experimental Psychology
  • Attention
  • 5204 Cognitive and computational psychology
  • 5202 Biological psychology
  • 1702 Cognitive Sciences
  • 1701 Psychology
 

Citation

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George, N., & Egner, T. (2022). Stimulus variability and task relevance modulate binding-learning. Attention, Perception & Psychophysics, 84(4), 1151–1166. https://doi.org/10.3758/s13414-021-02338-6
George, Nithin, and Tobias Egner. “Stimulus variability and task relevance modulate binding-learning.Attention, Perception & Psychophysics 84, no. 4 (May 2022): 1151–66. https://doi.org/10.3758/s13414-021-02338-6.
George N, Egner T. Stimulus variability and task relevance modulate binding-learning. Attention, perception & psychophysics. 2022 May;84(4):1151–66.
George, Nithin, and Tobias Egner. “Stimulus variability and task relevance modulate binding-learning.Attention, Perception & Psychophysics, vol. 84, no. 4, May 2022, pp. 1151–66. Epmc, doi:10.3758/s13414-021-02338-6.
George N, Egner T. Stimulus variability and task relevance modulate binding-learning. Attention, perception & psychophysics. 2022 May;84(4):1151–1166.
Journal cover image

Published In

Attention, perception & psychophysics

DOI

EISSN

1943-393X

ISSN

1943-3921

Publication Date

May 2022

Volume

84

Issue

4

Start / End Page

1151 / 1166

Related Subject Headings

  • Visual Perception
  • Spatial Learning
  • Humans
  • Experimental Psychology
  • Attention
  • 5204 Cognitive and computational psychology
  • 5202 Biological psychology
  • 1702 Cognitive Sciences
  • 1701 Psychology