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Gaining knowledge mediates changes in perception (without differences in attention): A case for perceptual learning

  • Lauren L. Emberson (a1)
Abstract

Firestone & Scholl (F&S) assert that perceptual learning is not a top-down effect, because experience-mediated changes arise from familiarity with the features of the object through simple repetition and not knowledge about the environment. Emberson and Amso (2012) provide a clear example of perceptual learning that bypasses the authors' “pitfalls” and in which knowledge, not repeated experience, results in changes in perception.

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Emberson, L. L. & Amso, D. (2012) Learning to sample: Eye tracking and fMRI indices of changes in object perception. Journal of Cognitive Neuroscience 24:2030–42.
Frank, M. J., Rudy, J. W. & O'Reilly, R. C. (2003) Transitivity, flexibility, conjunctive representations, and the hippocampus. II. A computational analysis. Hippocampus 13(3):341–54. doi:10.1002/hipo.10084.
Graham, K. S., Barense, M. D. & Lee, A. C. H. (2010) Going beyond LTM in the MTL: A synthesis of neuropsychological and neuroimaging findings on the role of the medial temporal lobe in memory and perception. Neuropsychologia 48(4):831–53. doi:10.1016/j.neuropsychologia.2010.01.001.
Howard, L. R., Kumaran, D., Ólafsdóttir, H. F. & Spiers, H. J. (2011) Double dissociation between hippocampal and parahippocampal responses to object-background context and scene novelty. The Journal of Neuroscience 31(14):5253–61. doi:10.1523/JNEUROSCI.6055-10.2011.
Tubridy, S. & Davachi, L. (2011) Medial temporal lobe contributions to episodic sequence encoding. Cerebral Cortex 21(2):272–80. doi:10.1093/cercor/bhq092.
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Behavioral and Brain Sciences
  • ISSN: 0140-525X
  • EISSN: 1469-1825
  • URL: /core/journals/behavioral-and-brain-sciences
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