Mediators and Moderators of Perceptual Learning

感知学习的中介者和调节者

• 批准号: 10359774
• 负责人: CHRISTOPHER S GREEN
• 金额: $ 57.73万
• 依托单位: UNIVERSITY OF CALIFORNIA RIVERSIDE
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-03-01 至 2023-03-01
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10359774
• 关键词: 3-Dimensional; Address; Aging; Assessment tool; Attention; Basic Science; Behavioral; Characteristics; Computer Models; Computer software; Crossover Design; Cues; Custom; Data; Data Set; Devices; Educational workshop; Elderly; Environment; Eye; Health; Heterogeneity; Human; Individual; Individual Differences; International; Knowledge; Lead; Learning; Literature; Measures; Mediating; Mediator of activation protein; Methods; Mission; Modeling; Modification; National Institute of Drug Abuse; National Institute of Mental Health; National Institute of Neurological Disorders and Stroke; National Institute on Alcohol Abuse and Alcoholism; Outcome; Outcome Measure; Participant; Perceptual learning; Performance; Personal Satisfaction; Population; Procedures; Process; Psychology; Psychophysics; Public Health; Publishing; Rehabilitation therapy; Reliability of Results; Research; Research Personnel; Research Support; Running; Sample Size; Sampling; Site; Solid; Specific qualifier value; Specificity; System; Testing; Training; Translating; Translational Research; Translations; United States National Institutes of Health; Vision; Vision Disorders; Visual; Visual impairment; Work; age group; base; behavioral outcome; cognitive testing; cognitive training; design; effective intervention; experience; experimental study; human subject; improved; interest; learning outcome; multisensory; novel; novel therapeutics; preservation; skills; spatial vision; tool; translational applications; translational approach; visual performance; young adult

This proposal addresses fundamental issue of specificity and generality of training in the context of Perceptual Learning (PL). PL broadly encompasses the set of mechanisms through which experience with the environment gives rise to changes in perceptual processing. The potential broader impacts of PL are immense. Careful research in this domain can greatly enhance our basic understanding of the perceptual systems and the plasticity of these systems. Furthermore, translational approaches underpinned by the basic science of PL are becoming increasingly prominent. This includes a host of emerging translational approaches for the rehabilitation of both perceptual deficits and for cognitive training, which are believed to share cortical plasticity mechanisms. However, while existing research provides evidence that PL approaches can improve perceptual skills, our ability to develop effective interventions is limited by a lack of understanding of the behavioral outcomes associated with different PL approaches. Here we suggest that to understand and maximally exploit PL, it is necessary to know how training with different tasks and in different individuals gives rise to different outcomes. One major obstacle to successful translation of PL is that the field to-date has been strongly driven by “novel” and “provocative” findings demonstrated via small N studies with very few projects digging deep to achieve robust and reliable results. In turn, not surprisingly, the field of PL, like many others in psychology, has suffered from numerous replication challenges. Furthermore, perhaps because following in direct footsteps runs counter to the tendencies noted above, it is surprisingly rare for different research groups to use identical training tasks or outcome tests. This is problematic given research showing that small changes in task- procedures can give rise to large differences in learning outcome. Here we overcome these limitations by comparing a large number of different training tasks using common outcome measures and in a large subject population. Each of these tasks involves a different “critical feature” for learning proposed by a given research group. However, these tasks have never been directly compared or contrasted. The outcome of the proposed research will be of tremendous value to both basic understanding of PL as well as how to translate PL to help those with visual needs. We will achieve robust and reliable results by training a large sample of participants on PL tasks and assess the outcomes via a common set of measures. We will also collect a broad assessment of individual differences, which will provide a unique dataset that can resolve controversies in the literature and lead to new understandings. Our proposed analytical approach tests central key hypothesis in the field, explores the extent to which different training approaches leads to systematically different profiles of learning, and examines how these can differ based upon the individuals being trained. Further by releasing our training and testing tools as well as the data collected, we will enable other groups to model results, replicate our studies, and make well specified modifications of training tasks with known outcomes to guide future research.

该提议解决了在感知的背景下的基本问题和培训的普遍性问题 学习（PL）。 PL广泛涵盖了一系列机制，通过这些机制 环境会导致感知处理的变化。 PL的潜在广播效果是巨大的。 在该领域进行仔细的研究可以极大地增强我们对感知系统的基本理解，并 这些系统的可塑性。此外，PL的基础科学基础的翻译方法 越来越突出。这包括许多新兴的翻译方法 感知缺陷和认知训练的康复，据信它们具有皮质可塑性 机制。但是，尽管现有研究提供了证据表明PL方法可以改善感知 技能，我们制定有效干预措施的能力受到对行为的了解的限制 与不同的PL方法相关的结果。在这里，我们建议理解并最大程度利用 PL，有必要知道如何使用不同任务和不同个体的培训产生不同的培训 结果。成功翻译PL的一个主要障碍是，迄今 通过通过小型N研究证明的“新颖”和“挑衅”的发现，很少有项目深入挖掘 实现强大而可靠的结果。反过来，毫不奇怪，PL领域像许多心理学上的其他领域一样 受到许多复制挑战的困扰。此外，也许是因为跟随直接脚步 与上述趋势背道而驰，不同的研究小组使用相同的相同 培训任务或结果测试。鉴于研究表明任务的小变化是有问题的 - 程序可能会导致学习成果的巨大差异。在这里，我们通过 使用共同的结果指标和大型主题比较大量不同的培训任务 人口。这些任务中的每一个都涉及给定研究提出的学习的不同的“关键功能” 团体。但是，这些任务从未直接比较或对比。提议的结果 研究对PL的基本理解以及如何翻译PL都具有巨大的价值 有视觉需求的人。我们将通过培训大量参与者来实现强大而可靠的结果 关于PL任务和通过一组共同度量的评估结果。我们还将收集广泛的评估 个体差异，它将提供一个独特的数据集，该数据集可以解决文献中的争议和 导致新的理解。我们提出的分析方法检验了该领域中的中心关键假设， 探索不同培训方法导致系统上不同的学习概况的程度， 并根据受过培训的个人来研究它们如何有所不同。进一步发布我们的培训 以及测试工具以及收集的数据，我们将使其他组能​​够建模结果，复制我们 研究，并对培训任务进行了明确的修改，并具有已知结果，以指导未来的研究。