Mediators and Moderators of Perceptual Learning

感知学习的中介者和调节者

基本信息

批准号：
10116403
负责人：
CHRISTOPHER S GREEN
金额：
$ 60.22万
依托单位：
UNIVERSITY OF CALIFORNIA RIVERSIDE
依托单位国家：
美国
项目类别：
财政年份：
2020
资助国家：
美国
起止时间：
2020-03-01 至 2025-02-28
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10116403
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 approach visual performance young adult

项目摘要

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.

该提案解决了感知背景下培训的特殊性和通用性的基本问题学习（PL）广泛地涵盖了一系列机制，通过这些机制获得经验。环境引起感知处理的变化，PL 的潜在更广泛影响是巨大的。在这个领域的仔细研究可以极大地增强我们对感知系统和感知系统的基本理解。此外，以 PL 基础科学为基础的转化方法。正变得越来越突出，这包括许多新兴的翻译方法。感知缺陷和认知训练的康复，被认为具有皮质可塑性然而，尽管现有研究提供证据表明 PL 方法可以改善感知。由于缺乏对行为的理解，我们制定有效干预措施的能力受到限制在这里，我们建议理解并最大限度地利用与不同 PL 方法相关的结果。 PL，有必要知道不同任务和不同个体的训练如何产生不同的结果 PL 成功转化的一个主要障碍是该领域迄今为止受到了强烈的推动。通过小型 N 研究证明“新颖”和“具有挑衅性”，很少有项目深入挖掘反过来，与心理学中的许多其他领域一样，PL 领域也取得了稳健而可靠的结果，这并不奇怪。遭受了无数的复制挑战。此外，也许是因为追随直接的脚步与上述趋势相反，不同的研究小组使用相同的数据是罕见的。鉴于研究表明任务的微小变化，这是有问题的。程序可能会导致学习结果的巨大差异。在这里，我们通过以下方式克服了这些限制。使用共同的结果测量在一个大的主题中比较大量不同的训练任务这些任务中的每一个都涉及特定研究提出的不同的学习“关键特征”。然而，这些任务从未被直接比较或对比。研究对于 PL 的基本理解以及如何转化 PL 来帮助他人都具有巨大的价值。我们将通过培训大量参与者来获得稳健可靠的结果。我们还将收集广泛的评估结果。个体差异，这将提供一个独特的数据集，可以解决文献中的争议和我们提出的分析方法测试了该领域的核心关键假设，探讨不同的培训方法在多大程度上导致系统性不同的学习概况，并通过发布我们的培训来进一步检查这些内容如何根据接受培训的个人而有所不同。和测试工具以及收集的数据，我们将使其他小组能够对结果进行建模，复制我们的研究，并对具有已知结果的训练任务进行明确的修改，以指导未来的研究。