An Asymmetry in Transmodal Perceptual Learning
Document Type
Article
Publication Date
1990
Keywords
Modality Order, Perceptual Learning, Practice Block, Correct Rejection, Pair Type
Digital Object Identifier (DOI)
https://doi.org/10.3758/BF03207081
Abstract
Transmodal perceptual learning was examined in a canonicalsame/different paradigm. Subjects native to vibrotactile stimulation and unfamiliar with the task were asked to discriminate sequentially presented shapes moving laterally across an aperture. On all trials, the shapes were presented either visually and then vibrotactually or in the opposite modality order, and on all trials the shapes moved in opposite directions. Analyses of the data revealed that although perceptual learning was evident in both groups, the rate of the learning was more rapid in the visual-vibrotactile group. This interaction of modality order and practice was significant and was considered in terms of E. J. Gibson’s theory of perceptual learning and in terms of the constructs, suggested by J. J. Gibson, of available and accessible information-in-stimulation and the education of attention.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
Perception & Psychophysics, v. 48, issue 2, p. 143-150
Scholar Commons Citation
Hughes, Barry; Epstein, William; Schneider, Sandra L.; and Dudock, Alison, "An Asymmetry in Transmodal Perceptual Learning" (1990). Psychology Faculty Publications. 1899.
https://digitalcommons.usf.edu/psy_facpub/1899
