Rewards evoke learning of unconsciously processed visual stimuli in adult humans

Efficacy of perceptual learning in low vision: A systematic review and meta-analysis

BACKGROUND

Visual perceptual learning (PL) shows promise for enhancing visual functions in individuals with visual impairment.

OBJECTIVE

This systematic review aimed to evaluate the effectiveness of PL in improving visual function.

STUDY ELIGIBILITY

Eligible studies were those examining the efficacy of PL in individuals with low vision.

STUDY APPRAISAL AND SYNTHESIS METHODS

The review protocol was registered with the international Prospective Register of Systematic Reviews (ID CRD42022327545) and adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Screened studies were synthesized using random-effects meta-analysis and narrative synthesis following Synthesis Without Meta-analysis guidelines. The quality of the evidence was assessed using the Cochrane risk-of-bias tool and the JBI Critical Appraisal Tool for Quasi-Experimental studies.

RESULTS

Fifty studies were included, covering various visual impairments and employing different PL interventions. Most studies had low risk of bias. Meta-analysis showed significant improvement in visual search for individuals with cortical blindness (Hedges' g = 0.71; 95% confidence interval, 0.48 to 0.93; p=0.002); all other analyses did not show significant improvements-reading in central vision loss and cortical blindness, and visual field in peripheral vision loss and cortical blindness. However, the narrative synthesis provided evidence showing effectiveness, particularly in individuals with central vision loss and cortical blindness, demonstrating positive effects on reading, contrast sensitivity, visual field, and motion perception.

LIMITATIONS

Variations in study design, PL protocols, outcome measures, and measurement methods introduced heterogeneity, limiting the analysis.

CONCLUSIONS

The efficacy of PL in vision rehabilitation remains uncertain. Although meta-analysis results were mostly inconclusive, the narrative synthesis indicated improved visual functions following PL, consistent with individual study findings.

IMPLICATIONS OF KEY FINDINGS

Future research should optimize intervention parameters, explore long-term effects, and assess generalizability across diverse populations and visual impairment etiologies. Larger randomized controlled trials using standardized outcome measures are needed to advance the field.

Stimulus awareness is necessary for both instrumental learning and instrumental responding to previously learned stimuli

Instrumental conditioning is a crucial part of adaptive behaviour, allowing agents to selectively interact with stimuli in their environment. Recent evidence suggests that instrumental conditioning cannot proceed without stimulus awareness. However, whether accurate unconscious instrumental responding can emerge from consciously acquired knowledge of the stimulus-action-outcome contingencies is unknown. We studied this question using instrumental trace conditioning, where participants learned to make approach/avoid decisions in two within-subject modes: conscious (stimuli in plain view) and unconscious (visually masked). Both tasks were followed by an unconscious-only instrumental performance task. We show that even when the contingencies are reliably learned in the conscious mode, participants fail to act upon them in the unconscious responding task. We also replicate the previous results that no instrumental learning occurs in the unconscious mode. Consequently, the absence of stimulus awareness not only precludes instrumental conditioning, but also precludes any kind of instrumental responding to already known stimuli. This suggests that instrumental behaviour is entirely supported by conscious awareness of the world, and corroborates the proposals that consciousness may be necessary for adaptive behaviours requiring selective action.

Unconscious Manipulation of Conceptual Representations with Decoded Neurofeedback Impacts Search Behavior

The necessity of conscious awareness in human learning has been a long-standing topic in psychology and neuroscience. Previous research on non-conscious associative learning is limited by the low signal-to-noise ratio of the subliminal stimulus, and the evidence remains controversial, including failures to replicate. Using functional MRI decoded neurofeedback, we guided participants from both sexes to generate neural patterns akin to those observed when visually perceiving real-world entities (e.g., dogs). Importantly, participants remained unaware of the actual content represented by these patterns. We utilized an associative DecNef approach to imbue perceptual meaning (e.g., dogs) into Japanese hiragana characters that held no inherent meaning for our participants, bypassing a conscious link between the characters and the dogs concept. Despite their lack of awareness regarding the neurofeedback objective, participants successfully learned to activate the target perceptual representations in the bilateral fusiform. The behavioral significance of our training was evaluated in a visual search task. DecNef and control participants searched for dogs or scissors targets that were pre-cued by the hiragana used during DecNef training or by a control hiragana. The DecNef hiragana did not prime search for its associated target but, strikingly, participants were impaired at searching for the targeted perceptual category. Hence, conscious awareness may function to support higher-order associative learning. Meanwhile, lower-level forms of re-learning, modification, or plasticity in existing neural representations can occur unconsciously, with behavioral consequences outside the original training context. The work also provides an account of DecNef effects in terms of neural representational drift.

Only cortical prediction error signals are involved in visual learning, despite availability of subcortical prediction error signals

Both the midbrain systems, encompassing the ventral striatum (VS), and the cortical systems, including the dorsal anterior cingulate cortex (dACC), play roles in reinforcing and enhancing learning. However, the specific contributions of signals from these regions in learning remains unclear. To investigate this, we examined how VS and dACC are involved in visual perceptual learning (VPL) through an orientation discrimination task. In the primary experiment, subjects fasted for 5 hours before each of 14 days of training sessions and 3 days of test sessions. Subjects were rewarded with water for accurate trial responses. During the test sessions, BOLD signals were recorded from regions including VS and dACC. Although BOLD signals in both areas were associated with positive and negative RPEs, only those in dACC associated with negative RPE showed a significant correlation with performance improvement. Additionally, no significant correlation was observed between BOLD signals associated with RPEs in VS and dACC. These results suggest that although signals associated with positive and negative RPEs from both midbrain and cortical systems are readily accessible, only RPE signals in the prefrontal system, generated without linking to RPE signals in VS, are utilized for the enhancement of VPL.

Development and experience-dependence of multisensory spatial processing

Multisensory spatial processes are fundamental for efficient interaction with the world. They include not only the integration of spatial cues across sensory modalities, but also the adjustment or recalibration of spatial representations to changing cue reliabilities, crossmodal correspondences, and causal structures. Yet how multisensory spatial functions emerge during ontogeny is poorly understood. New results suggest that temporal synchrony and enhanced multisensory associative learning capabilities first guide causal inference and initiate early coarse multisensory integration capabilities. These multisensory percepts are crucial for the alignment of spatial maps across sensory systems, and are used to derive more stable biases for adult crossmodal recalibration. The refinement of multisensory spatial integration with increasing age is further promoted by the inclusion of higher-order knowledge.

Development of Immersive Virtual Reality-Based Hand Rehabilitation System Using a Gesture-Controlled Rhythm Game With Vibrotactile Feedback: An fNIRS Pilot Study

Recently, virtua reality (VR) has been widely utilized with rehabilitation to promote user engagement, which has been shown to induce brain plasticity. In this study, we developed a VR-based hand rehabilitation system consisting of a personalized gesture-controlled rhythm game with vibrotactile feedback and investigated the cortical activation pattern induced by our system using functional near-infrared spectroscopy (fNIRS). Our system provides vibrotactile feedback as the user matches their hand gestures to VR targets customized to their pre-recorded hand gestures. Cortical activation was measured via fNIRS during 420 seconds of alternating gameplay and rest in 11 healthy subjects and one stroke survivor. Regions of interest (ROI) were the prefrontal cortex (PFC), the premotor cortex & the supplementary motor area (PMC&SMA), the primary sensorimotor cortex (SM1), and the somatosensory association cortex (SAC). The mean success rate of gesture matching among healthy subjects was 90 % with a standard deviation of 10.7 %, and the success rate of the stroke survivor was 79.6 %. The averaged cortical activation map for the 11 healthy subjects and the individual cortical activation map for the single stroke survivor showed increased hemodynamic responses of oxygenated hemoglobin (HbO) during the VR-based hand rehabilitation compared to the resting condition. Paired t-test analysis demonstrated a significant increase in HbO activation values in 19 out of 51 channels, corresponding to all ROIs except the left PFC and PMC&SMA, which exhibited high subject variability. The experimental results indicate that the proposed system successfully activated brain areas related to motor planning/execution, multisensory integration, and attention.

Effects of neurofeedback on standing postural control task with combined imagined and executed movements

Introduction

Motor imagery (MI) is a method of imagining movement without actual movement, and its use in combination with motor execution (ME) enhances the effects of motor learning. Neurofeedback (NFB) is another method that promotes the effects of MI. This study aimed to investigate the effects of NFB on combined MI and ME (MIME) training in a standing postural control task.

Methods

Sixteen participants were randomly divided into MIME and MIME + NFB groups and performed 10 trials of a postural control task on an unstable board, with nine trials of MI in between. Electroencephalogram was assessed during MI, and the MIME + NFB group received neurofeedback on the degree of MI via auditory stimulation. A postural control task using an unstable board was performed before and after the MIME task, during which postural instability was evaluated.

Results

Postural instability was reduced after the MIME task in both groups. In addition, the root mean square, which indicates the sway of the unstable board, was significantly reduced in the MIME + NFB group compared to that in the MIME group.

Conclusion

Our results indicate that MIME training is effective for motor learning of standing postural control. Furthermore, when MI and ME are combined, the feedback on the degree of MI enhances the learning effect.

Perceptual learning: Training together makes us better

Perceptual learning is often thought to rely primarily on low-level visual areas. A new study shows that learning with a partner can improve perceptual learning performance, demonstrating that higher cognitive processes play a larger role in perceptual learning than previously supposed.

Dyadic visual perceptual learning on orientation discrimination

The belief that learning can be modulated by social context is mainly supported by high-level value-based learning studies. However, whether social context can even modulate low-level learning such as visual perceptual learning (VPL) is still unknown. Unlike traditional VPL studies in which participants were trained singly, here, we developed a novel dyadic VPL paradigm in which paired participants were trained with the same orientation discrimination task and could monitor each other's performance. We found that the social context (i.e., dyadic training) led to a greater behavioral performance improvement and a faster learning rate compared with the single training. Interestingly, the facilitating effects could be modulated by the performance difference between paired participants. Functional magnetic resonance imaging (fMRI) results showed that, compared with the single training, social cognition areas including bilateral parietal cortex and dorsolateral prefrontal cortex displayed a different activity pattern and enhanced functional connectivities to early visual cortex (EVC) during the dyadic training. Furthermore, the dyadic training resulted in more refined orientation representation in primary visual cortex (V1), which was closely associated with the greater behavioral performance improvement. Taken together, we demonstrate that the social context, learning with a partner, can remarkably augment the plasticity of low-level visual information process by means of reshaping the neural activities in EVC and social cognition areas, as well as their functional interplays.

Perceptual, procedural, and task learning for an auditory temporal discrimination task

Perceptual learning reflects experience-driven improvements in the ability to detect changes in stimulus characteristics. The time course for perceptual learning overlaps with that for procedural learning (acquiring general skills and strategies) and task learning (learning the perceptual judgment specific to the task), making it difficult to isolate their individual effects. This study was conducted to examine the role of exposure to stimulus, procedure, and task information on learning for auditory temporal-interval discrimination. Eighty-three listeners completed five online sessions that required temporal-interval discrimination (target task). Before the initial session, listeners were differentially exposed to information about the target task's stimulus, procedure, or task characteristics. Learning occurred across sessions, but an exposure effect was not observed. Given the significant learning across sessions and variability within and across listeners, contributions from stimulus, procedure, and task exposure to overall learning cannot be discounted. These findings clarify the influence of experience on temporal perceptual learning and could inform designs of training paradigms that optimize perceptual improvements.

Neural ensembles in the murine medial prefrontal cortex process distinct information during visual perceptual learning

BACKGROUND

Perceptual learning refers to an augmentation of an organism's ability to respond to external stimuli, which has been described in most sensory modalities. Visual perceptual learning (VPL) is a manifestation of plasticity in visual information processing that occurs in the adult brain, and can be used to ameliorate the ability of patients with visual defects mainly based on an improvement of detection or discrimination of features in visual tasks. While some brain regions such as the primary visual cortex have been described to participate in VPL, the way more general high-level cognitive brain areas are involved in this process remains unclear. Here, we showed that the medial prefrontal cortex (mPFC) was essential for both the training and maintenance processes of VPL in mouse models.

RESULTS

We built a new VPL model in a custom-designed training chamber to enable the utilization of miniScopes when mice freely executed the VPL task. We found that pyramidal neurons in the mPFC participate in both the training process and maintenance of VPL. By recording the calcium activity of mPFC pyramidal neurons while mice freely executed the task, distinct ON and OFF neural ensembles tuned to different behaviors were identified, which might encode different cognitive information. Decoding analysis showed that mouse behaviors could be well predicted using the activity of each ON ensemble. Furthermore, VPL recruited more reward-related components in the mPFC.

CONCLUSION

We revealed the neural mechanism underlying vision improvement following VPL and identify distinct ON and OFF neural ensembles in the mPFC that tuned to different information during visual perceptual training. These results uncover an important role of the mPFC in VPL, with more reward-related components being also involved, and pave the way for future clarification of the reward signal coding rules in VPL.

Feasibility of unconscious instrumental conditioning: A registered replication

The extent to which high-level, complex functions can proceed unconsciously has been a topic of considerable debate. While unconscious processing has been demonstrated for a range of low-level processes, from feature integration to simple forms of conditioning and learning, theoretical contributions suggest that increasing complexity requires conscious access. Here, we focus our attention on instrumental conditioning, which has been previously shown to proceed without stimulus awareness. Yet, instrumental conditioning also involves integrating information over a large temporal scale and distinct modalities in order to deploy selective action, constituting a process of substantial complexity. With this in mind, we revisit the question of feasibility of instrumental conditioning in the unconscious domain. Firstly, we address the theoretical and practical considerations relevant to unconscious learning in general. Secondly, we aim to replicate the first study to show instrumental conditioning in the absence of stimulus awareness (Pessiglione et al., 2008), following the original design and supplementing the original crucial analyses with a Bayesian approach (Experiment 1). We found that apparent unconscious learning took place when replicating the original methods directly and according to the tests of awareness used. However, we could not establish that the full sample was unaware in a separate awareness check. We therefore attempted to replicate the effect yet again with improved methods to address the issues related to sensitivity and immediacy (Experiment 2), including an individual threshold-setting task and a trial-by-trial awareness check permitting exclusion of individual aware trials. Here, we found evidence for absence of unconscious learning. This result provides evidence that instrumental conditioning did not occur without stimulus awareness in this paradigm, supporting the view that complex forms of learning may rely on conscious access. Our results provides support for the proposal that perceptual consciousness may be necessary for complex, flexible processes, especially where selective action and behavioural adaptation are required.

Learned value modulates the access to visual awareness during continuous flash suppression

Monetary value enhances visual perception and attention and boosts activity in the primary visual cortex, however, it is still unclear whether monetary value can modulate the conscious access to rewarding stimuli. Here we investigate this issue by employing a breaking continuous flash suppression (b-CFS) paradigm. We measured suppression durations of sinusoidal gratings having orthogonal orientations under CFS in adult volunteers before and after a short session of Pavlovian associative learning in which each orientation was arbitrarily associated either with high or low monetary reward. We found that monetary value accelerated the access to visual awareness during CFS. Specifically, after the associative learning, suppression durations of the visual stimulus associated with high monetary value were shorter compared to the visual stimulus associated with low monetary value. Critically, the effect was replicated in a second experiment using a detection task for b-CFS that was orthogonal to the reward associative learning. These results indicate that monetary reward facilitates the access to awareness of visual stimuli associated with monetary value probably by boosting their representation at the early stages of visual processing in the brain.

Efficient learning in children with rapid GABA boosting during and after training

It is generally thought that children learn more efficiently than adults. One way to accomplish this is to have learning rapidly stabilized such that it is not interfered with by subsequent learning. Although γ-aminobutyric acid (GABA) plays an important role in stabilization, it has been reported that GABAergic inhibitory processing is not fully matured yet in children compared with adults. Does this finding indicate that more efficient learning in children is not due to more rapid stabilization? Here, we measured the concentration of GABA in early visual cortical areas in a time-resolved fashion before, during, and after visual perceptual learning (VPL) within subjects using functional MRS (fMRS) and then compared the concentrations between children (8 to 11 years old) and adults (18 to 35 years old). We found that children exhibited a rapid boost of GABA during visual training that persisted after training ended, whereas the concentration of GABA in adults remained unchanged. Moreover, behavioral experiments showed that children exhibited rapid development of resilience to retrograde interference, which indicates that children stabilize VPL much faster than adults. These results together suggest that inhibitory processing in children's brains is more dynamic and adapts more quickly to stabilize learning than in adults, making learning more efficient in children.

Conscious awareness is necessary to assess trust and mimic facial expressions, while pupils impact trust unconsciously

People make rapid inferences about others' thoughts and intentions. For example, they observe facial movements and pupil size of others and unwittingly make use of this information when deciding whether to trust someone or not. However, whether spontaneous mimicry depends on visual awareness of the stimulus and whether these processes underlie trust decisions is still unknown. To investigate whether visual awareness modulates the relationship between emotional expressions, mimicry and trust, participants played a series of trust games and saw either their partners' faces with a neutral, happy or fearful expression, or their partners' eyes in which the pupil size was large, medium or small. Subjects' trust investments, facial movements and pupil responses were measured. In half of the trials, the stimuli were rendered invisible by continuous flash suppression. Results showed that facial expressions were mimicked and influenced trust decisions during the conscious condition, but not during the unconscious (suppressed) condition. The opposite was found for pupil size, which influenced trust decisions during states of unawareness. These results suggest that the neurobiological pathway linking the observation of facial expressions to mimicry and trust is predominantly conscious, whereas partner pupil size influences trust primarily when presented unconsciously. This article is part of the theme issue 'Cracking the laugh code: laughter through the lens of biology, psychology and neuroscience'.

Current directions in visual perceptual learning

The visual expertise of adult humans is jointly determined by evolution, visual development, and visual perceptual learning. Perceptual learning refers to performance improvements in perceptual tasks after practice or training in the task. It occurs in almost all visual tasks, ranging from simple feature detection to complex scene analysis. In this Review, we focus on key behavioral aspects of visual perceptual learning. We begin by describing visual perceptual learning tasks and manipulations that influence the magnitude of learning, and then discuss specificity of learning. Next, we present theories and computational models of learning and specificity. We then review applications of visual perceptual learning in visual rehabilitation. Finally, we summarize the general principles of visual perceptual learning, discuss the tension between plasticity and stability, and conclude with new research directions.

A possible anti-anxiety effect of appetitive aggression and a possible link to the work of Donald Winnicott

Various pleasant sensations that give a particularly intense pleasure are able to improve anxiety. In the present study I consider the possibility that their anti-anxiety action depends on the strong pleasure they provide, and I propose a possible mechanism of this action. According to some studies, also appetitive aggression (an aggression that provokes a strong pleasure and that is performed only for the pleasure it provides) can improve anxiety, and in this article I consider the possibility that the pleasure of appetitive aggression is able to reduce anxiety by the same mechanism I have proposed for other intense pleasurable sensations.

The aggression performed by a child against the mother or against a substitute for the mother in the first period of life (a period in which this aggression is not dangerous) is a recurring theme throughout the work of of Donald Winnicott. Winnicott stresses that this aggression is necessary for the normal development of the child, and that the child must be free to practise it. According to Winnicott, this aggression is highly pleasurable and is not a response to unpleasant or hostile external situations. For these characteristics it seems to correspond to appetitive aggression in the adult that has been found to be able to reduce anxiety. Consequently, aggression performed by the child in the first period of life may also relieve anxiety, in the same way that appetitive aggression helps against anxiety in the adult.

In his writings, Winnicott returns several times to an unthinkable or archaic anxiety that children experience when they feel abandoned by their mother for a period that is too long for them, and all children, according to Winnicott, live on the brink of this anxiety. In this study I propose the hypothesis that aggression in the early period of life may be necessary for children because the intense pleasure it provides may help them against this continuously impending anxiety.

Reward learning and statistical learning independently influence attentional priority of salient distractors in visual search

Existing research demonstrates different ways in which attentional prioritization of salient nontarget stimuli is shaped by prior experience: Reward learning renders signals of high-value outcomes more likely to capture attention than signals of low-value outcomes, whereas statistical learning can produce attentional suppression of the location in which salient distractor items are likely to appear. The current study combined manipulations of the value and location associated with salient distractors in visual search to investigate whether these different effects of selection history operate independently or interact to determine overall attentional prioritization of salient distractors. In Experiment 1, high-value and low-value distractors most frequently appeared in the same location; in Experiment 2, high-value and low-value distractors typically appeared in distinct locations. In both experiments, effects of distractor value and location were additive, suggesting that attention-promoting effects of value and attention-suppressing effects of statistical location-learning independently modulate overall attentional priority. Our findings are consistent with a view that sees attention as mediated by a common priority map that receives and integrates separate signals relating to physical salience and value, with signal suppression based on statistical learning determined by physical salience, but not incentive salience.

Norepinephrine potentiates and serotonin depresses visual cortical responses by transforming eligibility traces

Reinforcement allows organisms to learn which stimuli predict subsequent biological relevance. Hebbian mechanisms of synaptic plasticity are insufficient to account for reinforced learning because neuromodulators signaling biological relevance are delayed with respect to the neural activity associated with the stimulus. A theoretical solution is the concept of eligibility traces (eTraces), silent synaptic processes elicited by activity which upon arrival of a neuromodulator are converted into a lasting change in synaptic strength. Previously we demonstrated in visual cortical slices the Hebbian induction of eTraces and their conversion into LTP and LTD by the retroactive action of norepinephrine and serotonin Here we show in vivo in mouse V1 that the induction of eTraces and their conversion to LTP/D by norepinephrine and serotonin respectively potentiates and depresses visual responses. We also show that the integrity of this process is crucial for ocular dominance plasticity, a canonical model of experience-dependent plasticity.

Limited Pairings of Electrical Micro-stimulation of the Ventral Tegmental Area and a Visual Stimulus Enhance Visual Cortical Responses

Previous studies demonstrated that pairing a visual stimulus and electrical micro-stimulation of the ventral tegmental area (VTA-EM) for multiple days is sufficient to induce visual cortical plasticity and changes perception. However, a brief epoch of VTA-EM-stimulus pairing within a single day has been shown to result in a behavioral preference for the paired stimulus. Here, we investigated whether a brief single-day session of VTA-EM-stimulus pairings is sufficient to induce changes in visual cortical responses. We examined macaque posterior inferior temporal (PIT) cortex because previous studies demonstrated response changes after VTA-EM stimulus pairing in that area. Multi-unit recordings in PIT were interleaved with VTA-EM-stimulus pairing epochs. During the short VTA-EM-stimulus pairing epochs (60 pairings), one image (fractal) was paired with VTA-EM (STIM) whereas another, unpaired fractal was presented as control. Two other fractals (dummies) were presented only during the recordings. The difference in response between the STIM and control fractals already increased after the first VTA-EM-stimulus pairing epoch, reflecting a relative increase of the response to the STIM fractal. However, the response to the STIM fractal did not increase further with more VTA-EM-stimulus pairing epochs. The relative increase in firing rate for the paired fractal was present early in the response, in line with a local/ bottom-up origin. These effects were absent when comparing the responses to the dummies pre- and post-VTA-EM. This study shows that pairing a visual image and VTA-EM in a brief single-day session is sufficient to increase the response for the paired image in macaque PIT.

A whole brain probabilistic generative model: Toward realizing cognitive architectures for developmental robots

Building a human-like integrative artificial cognitive system, that is, an artificial general intelligence (AGI), is the holy grail of the artificial intelligence (AI) field. Furthermore, a computational model that enables an artificial system to achieve cognitive development will be an excellent reference for brain and cognitive science. This paper describes an approach to develop a cognitive architecture by integrating elemental cognitive modules to enable the training of the modules as a whole. This approach is based on two ideas: (1) brain-inspired AI, learning human brain architecture to build human-level intelligence, and (2) a probabilistic generative model (PGM)-based cognitive architecture to develop a cognitive system for developmental robots by integrating PGMs. The proposed development framework is called a whole brain PGM (WB-PGM), which differs fundamentally from existing cognitive architectures in that it can learn continuously through a system based on sensory-motor information. In this paper, we describe the rationale for WB-PGM, the current status of PGM-based elemental cognitive modules, their relationship with the human brain, the approach to the integration of the cognitive modules, and future challenges. Our findings can serve as a reference for brain studies. As PGMs describe explicit informational relationships between variables, WB-PGM provides interpretable guidance from computational sciences to brain science. By providing such information, researchers in neuroscience can provide feedback to researchers in AI and robotics on what the current models lack with reference to the brain. Further, it can facilitate collaboration among researchers in neuro-cognitive sciences as well as AI and robotics.

Reward Rapidly Enhances Visual Perception

Rewards exert a deep influence on our cognition and behavior. Here, we used a paradigm in which reward information was provided at either encoding or retrieval of a brief, masked stimulus to show that reward can also rapidly modulate perceptual encoding of visual information. Experiment 1 (n = 30 adults) showed that participants' response accuracy was enhanced when a to-be-encoded grating signaled high reward relative to low reward, but only when the grating was presented very briefly and participants reported that they were not consciously aware of it. Experiment 2 (n = 29 adults) showed that there was no difference in participants' response accuracy when reward information was instead provided at the stage of retrieval, ruling out an explanation of the reward-modulation effect in terms of differences in motivated retrieval. Taken together, our findings provide behavioral evidence consistent with a rapid reward modulation of visual perception, which may not require consciousness.

Stimulation of the ventral tegmental area induces visual cortical plasticity at the neuronal level

fMRI studies have shown that pairing a task-irrelevant visual feature with electrical micro-stimulation of the ventral tegmental area (VTA-EM) is sufficient to increase the sensory cortical representation of the paired feature and to improve perceptual performance. However, since fMRI provides an indirect measure of neural activity, the neural response changes underlying the fMRI activations are unknown. Here, we pair a task-irrelevant grating orientation with VTA-EM while attention is directed to a difficult orthogonal task. We examine the changes in neural response properties in macaques by recording spiking activity in the posterior inferior temporal cortex, the locus of fMRI-defined plasticity in previous studies. We observe a relative increase in mean spike rate and preference for the VTA-EM paired orientation compared to an unpaired orientation, which is unrelated to attention. These results demonstrate that VTA-EM-stimulus pairing is sufficient to induce sensory cortical plasticity at the spiking level in nonhuman primates.

The cue-reactivity paradigm: An ensemble of networks driving attention and cognition when viewing drug and natural reward-related stimuli

The cue-reactivity paradigm is a widely adopted neuroimaging probe engendering brain activity linked with attentional, affective, and reward processes following presentation of appetitive stimuli. Given the multiple mental operations invoked, we sought to decompose cue-related brain activity into constituent components employing emergent meta-analytic techniques when considering drug and natural reward-related cues. We conducted coordinate-based meta-analyses delineating common and distinct brain activity convergence across cue-reactivity studies (N = 196 articles) involving drug (n = 133) or natural (n = 63) visual stimuli. Across all studies, convergence was observed in limbic, cingulate, insula, and fronto-parieto-occipital regions. Drug-distinct convergence was observed in posterior cingulate, dorsolateral prefrontal, and temporo-parietal regions, whereas distinct-natural convergence was observed in thalamic, insular, orbitofrontal, and occipital regions. We characterized connectivity profiles of identified regions by leveraging task-independent and task-dependent MRI datasets, grouped these profiles into subnetworks, and linked each with putative mental operations. Outcomes suggest multifaceted brain activity during cue-reactivity can be decomposed into elemental processes and indicate that while drugs of abuse usurp the brain's natural-reward-processing system, some regions appear distinct to drug cue-reactivity.

The past, present, and future of selection history

The last ten years of attention research have witnessed a revolution, replacing a theoretical dichotomy (top-down vs. bottom-up control) with a trichotomy (biased by current goals, physical salience, and selection history). This third new mechanism of attentional control, selection history, is multifaceted. Some aspects of selection history must be learned over time whereas others reflect much more transient influences. A variety of different learning experiences can shape the attention system, including reward, aversive outcomes, past experience searching for a target, target‒non-target relations, and more. In this review, we provide an overview of the historical forces that led to the proposal of selection history as a distinct mechanism of attentional control. We then propose a formal definition of selection history, with concrete criteria, and identify different components of experience-driven attention that fit within this definition. The bulk of the review is devoted to exploring how these different components relate to one another. We conclude by proposing an integrative account of selection history centered on underlying themes that emerge from our review.

How Does Threat Modulate the Motivational Effects of Reward on Attention?

Studies on attentional bias have overwhelmingly focused on the priority of different stimuli and have rarely manipulated the state of the observer. Recently, the threat of unpredictable shock has been utilized to experimentally induce anxiety and investigate how negative arousal modulates attentional control. Experimentally induced anxiety has been shown to reduce the attentional priority afforded to reward-related stimuli while enhancing the efficiency of goal-directed attentional control. It is unclear which of these two influences might dominate when attending to reward-related stimuli is consistent with task goals and by extension what the scope of the modulatory influence of threat on attention is. In contrast to paradigms in the visual domain, a novel auditory identification task has demonstrated a robust influence of target-value associations on selective attention. In the present study, we examined how the threat of shock modulates the influence of learned value on voluntary attention. In both threat and no-threat conditions, we replicate prior findings of voluntary prioritization of reward-associated sounds. However, unlike in studies measuring involuntary attentional capture, threat did not modulate the influence of reward on attention. Our findings highlight important limitations to when and how threat modulates the control of attention, contextualizing prior findings.

Training with an auditory perceptual learning game transfers to speech in competition

Understanding speech in the presence of acoustical competition is a major complaint of those with hearing difficulties. Here, a novel perceptual learning game was tested for its effectiveness in reducing difficulties with hearing speech in competition. The game was designed to train a mixture of auditory processing skills thought to underlie speech in competition, such as spectral-temporal processing, sound localization, and auditory working memory. Training on these skills occurred both in quiet and in competition with noise. Thirty college-aged participants without any known hearing difficulties were assigned either to this mixed-training condition or an active control consisting of frequency discrimination training within the same gamified setting. To assess training effectiveness, tests of speech in competition (primary outcome), as well as basic supra-threshold auditory processing and cognitive processing abilities (secondary outcomes) were administered before and after training. Results suggest modest improvements on speech in competition tests in the mixed-training compared to the frequency-discrimination control condition (Cohen’s d = 0.68). While the sample is small, and in normally hearing individuals, these data suggest promise of future study in populations with hearing difficulties.

Vision as oculomotor reward: cognitive contributions to the dynamic control of saccadic eye movements

Humans and other primates are equipped with a foveated visual system. As a consequence, we reorient our fovea to objects and targets in the visual field that are conspicuous or that we consider relevant or worth looking at. These reorientations are achieved by means of saccadic eye movements. Where we saccade to depends on various low-level factors such as a targets' luminance but also crucially on high-level factors like the expected reward or a targets' relevance for perception and subsequent behavior. Here, we review recent findings how the control of saccadic eye movements is influenced by higher-level cognitive processes. We first describe the pathways by which cognitive contributions can influence the neural oculomotor circuit. Second, we summarize what saccade parameters reveal about cognitive mechanisms, particularly saccade latencies, saccade kinematics and changes in saccade gain. Finally, we review findings on what renders a saccade target valuable, as reflected in oculomotor behavior. We emphasize that foveal vision of the target after the saccade can constitute an internal reward for the visual system and that this is reflected in oculomotor dynamics that serve to quickly and accurately provide detailed foveal vision of relevant targets in the visual field.

Dopamine Modulation of Motor and Sensory Cortical Plasticity among Vertebrates

Goal-directed learning is a key contributor to evolutionary fitness in animals. The neural mechanisms that mediate learning often involve the neuromodulator dopamine. In higher order cortical regions, most of what is known about dopamine's role is derived from brain regions involved in motivation and decision-making, while significantly less is known about dopamine's potential role in motor and/or sensory brain regions to guide performance. Research on rodents and primates represents over 95% of publications in the field, while little beyond basic anatomy is known in other vertebrate groups. This significantly limits our general understanding of how dopamine signaling systems have evolved as organisms adapt to their environments. This review takes a pan-vertebrate view of the literature on the role of dopamine in motor/sensory cortical regions, highlighting, when available, research on non-mammalian vertebrates. We provide a broad perspective on dopamine function and emphasize that dopamine-induced plasticity mechanisms are widespread across all cortical systems and associated with motor and sensory adaptations. The available evidence illustrates that there is a strong anatomical basis-dopamine fibers and receptor distributions-to hypothesize that pallial dopamine effects are widespread among vertebrates. Continued research progress in non-mammalian species will be crucial to further our understanding of how the dopamine system evolved to shape the diverse array of brain structures and behaviors among the vertebrate lineage.

Visual instrumental learning in blindsight monkeys

Blindsight is the residual visuo-motor ability without subjective awareness observed after lesions of the primary visual cortex (V1). Various visual functions are retained, however, instrumental visual associative learning remains to be investigated. Here we examined the secondary reinforcing properties of visual cues presented to the hemianopic field of macaque monkeys with unilateral V1 lesions. Our aim was to test the potential role of visual pathways bypassing V1 in reinforcing visual instrumental learning. When learning the location of a hidden area in an oculomotor search task, conditioned visual cues presented to the lesion-affected hemifield operated as an effective secondary reinforcer. We noted that not only the hidden area location, but also the vector of the saccade entering the target area was reinforced. Importantly, when the visual reinforcement signal was presented in the lesion-affected field, the monkeys continued searching, as opposed to stopping when the cue was presented in the intact field. This suggests the monkeys were less confident that the target location had been discovered when the reinforcement cue was presented in the affected field. These results indicate that the visual signals mediated by the residual visual pathways after V1 lesions can access fundamental reinforcement mechanisms but with impaired visual awareness.

Sensorimotor knowledge from task-irrelevant feedback contributes to motor learning

Exposure to task-irrelevant feedback leads to perceptual learning, but its effect on motor learning has been understudied. Here, we asked human participants to reach a visual target with a hand-controlled cursor while observing another cursor moving independently in a different direction. Although the task-irrelevant feedback did not change the main task's performance, it elicited robust savings in subsequent adaptation to classical visuomotor rotation perturbation. We demonstrated that the saving effect resulted from a faster formation of strategic learning through a series of experiments, not from gains in the implicit learning process. Furthermore, the saving effect was robust against drastic changes in stimulus features (i.e., rotation size or direction) or task types (i.e., for motor adaptation and skill learning). However, the effect was absent when the task-irrelevant feedback did not carry the visuomotor relationship embedded in visuomotor rotation. Thus, though previous research on perceptual learning has related task-irrelevant feedback to changes in early sensory processes, our findings support its role in acquiring abstract sensorimotor knowledge during motor learning. Motor learning studies have traditionally focused on task-relevant feedback, but our study extends the scope of feedback processes and sheds new light on the dichotomy of explicit and implicit learning in motor adaptation and motor structure learning.NEW & NOTEWORTHY When the motor system faces perturbations, such as fatigue or new environmental changes, it adapts to these changes by voluntarily selecting new action plans or implicitly fine-tuning the control. We show that the action selection part can be enhanced without practice or explicit instruction. We further demonstrate that this enhancement is probably linked to the acquisition of abstract knowledge about the to-be-adapted novel visual feedback. Our findings draw an interesting parallel between motor and perceptual learning by showing that top-down information affects both types of procedural learning.

Initial performance predicts improvements in computerized cognitive training: Evidence from a selective attention task

Computerized cognitive training (CCT) has been found to improve a range of skills such as attention, working memory, inhibition control, and decision making. However, the relationship between the initial performance, amount of improvement, time constant, and asymptotic performance level in CCT is still unclear. In the current study, we performed selective attention training on college students and addressed this issue by mathematically modeling the learning curve with an exponential function. Twenty-nine students completed approximately 10 days of CCT. Presentation time served as the dependent variable and was measured by three-down/one-up adaptive algorithms. We fitted an exponential function to the estimated block thresholds during CCT and obtained three learning parameters (amount of improvement, time constant, and asymptotic performance level) for all subjects. The initial performance was defined by the sum of the amount of improvement and the asymptotic performance level. Pearson correlation analyses were conducted between the initial performance and the three leaning parameters. The initial performance was positively correlated with the amount of improvement and asymptotic performance level, but was negatively correlated with the time constant. The time constant was negatively correlated with the amount of improvement and asymptotic performance level. Poorer initial performance was linked to a larger amount of improvement, shorter time constant, and higher asymptotic threshold, which supported the compensation account. Our results may help improve the present understanding of the nature of the CCT process and demonstrate the advantages of using a customized training protocol to enhance the efficiency of cognitive training in practical applications.

Reward produces learning of a consciously inaccessible feature

Reward has a significant impact on behaviour and perception. Most past work in associative reward learning has used perceptually distinct visual cues to associate with different reward values. Thus, it remains unknown to what extent the learned bias towards reward-associated stimuli depends on consciousness of the apparent differences between stimuli. Here, we resolved this issue by using an inter-ocular suppression paradigm with the monetary rewarding and non-rewarding cues identical to each other except for their eye-of-origin information. Thus, the reward coding system cannot rely on consciousness to select the reward-associated cue. Surprisingly, the targets in the rewarded eye broke into awareness faster than those in the non-rewarded eye. We further revealed that producing this effect required both top-down attention and inter-ocular suppression. These findings suggest that the human's reward coding system can produce two different types of reward-based learning. One is independent of consciousness yet fairly consuming attentional resources. The other one results from volitional selection of stimuli of behavioural significance.

Visual perceptual learning generalizes to untrained effectors

Visual perceptual learning (VPL) is an improvement in visual function following training. Although the practical utility of VPL was once thought to be limited by its specificity to the precise stimuli used during training, more recent work has shown that such specificity can be overcome with appropriate training protocols. In contrast, relatively little is known about the extent to which VPL exhibits motor specificity. Previous studies have yielded mixed results. In this work, we have examined the effector specificity of VPL by training observers on a motion discrimination task that maintains the same visual stimulus (drifting grating) and task structure, but that requires different effectors to indicate the response (saccade vs. button press). We find that, in these conditions, VPL transfers fully between a manual and an oculomotor response. These results are consistent with the idea that VPL entails the learning of a decision rule that can generalize across effectors.

A behavioral training protocol using visual perceptual learning to improve a visual skill

We describe a behavioral training protocol using visual perceptual learning (VPL) to improve visual detection skills in non-experts for subtle mammographic lesions indicative of breast cancer. This protocol can be adapted for the professional training of experts (radiologists) or to improve visual skills for other tasks, such as the detection of targets in photo or video surveillance.

For complete details on the use and execution of this protocol, please refer to Frank et al. (2020a).

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Behavioral training using VPL induces long-lasting improvements of a visual skill

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Training should be conducted using detailed feedback about response accuracy

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Training can be conducted with minimal technical equipment

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VPL protocol can be used for clinical or other professional training

Electrical stimulation of the macaque ventral tegmental area drives category-selective learning without attention

Perception improves by repeated practice with visual stimuli, a phenomenon known as visual perceptual learning (VPL). The interplay of attentional and neuromodulatory reward signals is hypothesized to cause these behavioral and associated neuronal changes, although VPL can occur without attention (i.e., task-irrelevant VPL). In addition, task-relevant VPL can be category-selective for simple attended oriented stimuli. Yet, it is unclear whether category-selective task-irrelevant VPL occurs and which brain centers mediate underlying forms of adult cortical plasticity. Here, we show that pairing subliminal complex visual stimuli (faces and bodies) with electrical microstimulation of the ventral tegmental area (VTA-EM) causes category-selective task-irrelevant VPL. These perceptual improvements are accompanied by fMRI signal changes in early and late visual and frontal areas, as well as the cerebellum, hippocampus, claustrum, and putamen. In conclusion, Pavlovian pairing of unattended complex stimuli with VTA-EM causes category-selective learning accompanied by changes of cortical and subcortical neural representations in macaques.

Perceptual Learning: Changes across the Lifespan

New research reveals a complex interaction between attention and learning across the lifespan. In young adults, attention guides learning. In older adults, attention declines lead to less selective learning. Counterintuitively, however, in children better attention relates to less selective learning.

Previously reward-associated sounds interfere with goal-directed auditory processing

Previously reward-associated stimuli have consistently been shown to involuntarily capture attention in the visual domain. Although previously reward-associated but currently task-irrelevant sounds have also been shown to interfere with visual processing, it remains unclear whether such stimuli can interfere with the processing of task-relevant auditory information. To address this question, we modified a dichotic listening task to measure interference from task-irrelevant but previously reward-associated sounds. In a training phase, participants were simultaneously presented with a spoken letter and number in different auditory streams and learned to associate the correct identification of each of three letters with high, low, and no monetary reward, respectively. In a subsequent test phase, participants were again presented with the same auditory stimuli but were instead instructed to report the number while ignoring spoken letters. In both the training and test phases, response time measures demonstrated that attention was biased in favour of the auditory stimulus associated with high value. Our findings demonstrate that attention can be biased towards learned reward cues in the auditory domain, interfering with goal-directed auditory processing.

Effect of Methylphenidate on Resting-State Connectivity in Adolescents With a Disruptive Behavior Disorder: A Double-Blind Randomized Placebo-Controlled fMRI Study

Some studies suggest that methylphenidate (MPH) might be an effective treatment for antisocial and aggressive behavior in adolescence. However, little is known about the mechanism of action of MPH in adolescents with this kind of psychopathology. MPH is a dopamine and norepinephrine reuptake inhibitor and thus it is likely to affect dopaminergic mesocorticolimbic pathways. This is the first study to investigate the effect of MPH on resting-state connectivity of three mesolimbic seed regions with the rest of the brain in clinical referred male adolescents with a disruptive behavior disorder (DBD). Thirty-six male DBD adolescents and 31 male healthy controls (HCs) were included. DBD subjects were randomly allocated to a single dose of MPH (DBD-MPH, n = 20) or placebo (DBD-PCB, n = 16). Seed-based resting-state functional connectivity of the nucleus accumbens (NAcc), amygdala, and ventral tegmental area (VTA) with the rest of the brain was compared between groups. The NAcc seed showed increased connectivity in DBD-PCB compared to HC with the occipital cortex, posterior cingulate cortex (PCC), precuneus, and inferior parietal lobule (IPL) and increased connectivity in DBD-PCB compared to DBD-MPH with occipital cortex, IPL, and medial frontal gyrus. The amygdala seed showed increased connectivity in DBD-PCB compared to HC with the precuneus and PCC. The VTA seed showed increased connectivity in the DBD-MPH compared to the DBD-PCB group with a cluster in the postcentral gyrus and a cluster in the supplementary motor cortex/superior frontal gyrus. Both NAcc and amygdala seeds showed no connectivity differences in the DBD-MPH compared to the HC group, indicating that MPH normalizes the increased functional connectivity of mesolimbic seed regions with areas involved in moral decision making, visual processing, and attention.

Prior Reward Conditioning Dampens Hippocampal and Striatal Responses during an Associative Memory Task

Offering reward during encoding typically leads to better memory [Adcock, R. A., Thangavel, A., Whitfield-Gabrieli, S.,Knutson, B., & Gabrieli, J. D. E. Reward-motivated learning: Mesolimbic activation precedes memory formation. Neuron, 50, 507-517, 2006]. Whether such memory benefit persists when tested in a different task context remains, however, largely understudied [Wimmer, G. E., & Buechel, C. Reactivation of reward-related patterns from single past episodes supports memory-based decision making. Journal of Neuroscience, 36, 2868-2880, 2016]. Here, we ask whether reward at encoding leads to a generalized advantage across learning episodes, a question of high importance for any everyday life applications, from education to patient rehabilitation. Although we confirmed that offering monetary reward increased responses in the ventral striatum and pleasantness judgments for pictures used as stimuli, this immediate beneficial effect of reward did not carry over to a subsequent and different picture-location association memory task during which no reward was delivered. If anything, a trend for impaired memory accuracy was observed for the initially high-rewarded pictures as compared to low-rewarded ones. In line with this trend in behavioral performance, fMRI activity in reward (i.e., ventral striatum) and in memory (i.e., hippocampus) circuits was reduced during the encoding of new associations using previously highly rewarded pictures (compared to low-reward pictures). These neural effects extended to new pictures from same, previously highly rewarded semantic category. Twenty-four hours later, delayed recall of associations involving originally highly rewarded items was accompanied by decreased functional connectivity between the hippocampus and two brain regions implicated in value-based learning, the ventral striatum and the ventromedial PFC. We conclude that acquired reward value elicits a downward value-adjustment signal in the human reward circuit when reactivated in a novel nonrewarded context, with a parallel disengagement of memory-reward (hippocampal-striatal) networks, likely to undermine new associative learning. Although reward is known to promote learning, here we show how it may subsequently hinder hippocampal and striatal responses during new associative memory formation.

Cortical plasticity elicited by acoustically cued monetary losses: an ERP study

Both human and animal studies have demonstrated remarkable findings of experience-induced plasticity in the cortex. Here, we investigated whether the widely used monetary incentive delay (MID) task changes the neural processing of incentive cues that code expected monetary outcomes. We used a novel auditory version of the MID task, where participants responded to acoustic cues that coded expected monetary losses. To investigate task-induced brain plasticity, we presented incentive cues as deviants during passive oddball tasks before and after two sessions of the MID task. During the oddball task, we recorded the mismatch-related negativity (MMN) as an index of cortical plasticity. We found that two sessions of the MID task evoked a significant enhancement of MMN for incentive cues that predicted large monetary losses, specifically when monetary cue discrimination was essential for maximising monetary outcomes. The task-induced plasticity correlated with the learning-related neural activity recorded during the MID task. Thus, our results confirm that the processing of (loss)incentive auditory cues is dynamically modulated by previously learned monetary outcomes.

What do radiologists look for? Advances and limitations of perceptual learning in radiologic search

Supported by guidance from training during residency programs, radiologists learn clinically relevant visual features by viewing thousands of medical images. Yet the precise visual features that expert radiologists use in their clinical practice remain unknown. Identifying such features would allow the development of perceptual learning training methods targeted to the optimization of radiology training and the reduction of medical error. Here we review attempts to bridge current gaps in understanding with a focus on computational saliency models that characterize and predict gaze behavior in radiologists. There have been great strides toward the accurate prediction of relevant medical information within images, thereby facilitating the development of novel computer-aided detection and diagnostic tools. In some cases, computational models have achieved equivalent sensitivity to that of radiologists, suggesting that we may be close to identifying the underlying visual representations that radiologists use. However, because the relevant bottom-up features vary across task context and imaging modalities, it will also be necessary to identify relevant top-down factors before perceptual expertise in radiology can be fully understood. Progress along these dimensions will improve the tools available for educating new generations of radiologists, and aid in the detection of medically relevant information, ultimately improving patient health.

Unconscious reinforcement learning of hidden brain states supported by confidence

Can humans be trained to make strategic use of latent representations in their own brains? We investigate how human subjects can derive reward-maximizing choices from intrinsic high-dimensional information represented stochastically in neural activity. Reward contingencies are defined in real-time by fMRI multivoxel patterns; optimal action policies thereby depend on multidimensional brain activity taking place below the threshold of consciousness, by design. We find that subjects can solve the task within two hundred trials and errors, as their reinforcement learning processes interact with metacognitive functions (quantified as the meaningfulness of their decision confidence). Computational modelling and multivariate analyses identify a frontostriatal neural mechanism by which the brain may untangle the 'curse of dimensionality': synchronization of confidence representations in prefrontal cortex with reward prediction errors in basal ganglia support exploration of latent task representations. These results may provide an alternative starting point for future investigations into unconscious learning and functions of metacognition.

General learning ability in perceptual learning

Developing expertise in any field usually requires acquisition of a wide range of skills. Most current studies on perceptual learning have focused on a single task and concluded that learning is quite specific to the trained task, and the ubiquitous individual differences reflect random fluctuations across subjects. Whether there exists a general learning ability that determines individual learning performance across multiple tasks remains largely unknown. In a large-scale perceptual learning study with a wide range of training tasks, we found that initial performance, task, and individual differences all contributed significantly to the learning rates across the tasks. Most importantly, we were able to extract both a task-specific but subject-invariant component of learning, that accounted for 38.6% of the variance, and a subject-specific but task-invariant perceptual learning ability, that accounted for 36.8% of the variance. The existence of a general perceptual learning ability across multiple tasks suggests that individual differences in perceptual learning are not "noise"; rather, they reflect the variability of learning ability across individuals. These results could have important implications for selecting potential trainees in occupations that require perceptual expertise and designing better training protocols to improve the efficiency of clinical rehabilitation.

Cortical Inactivation Does Not Block Response Enhancement in the Superior Colliculus

Repetitive visual stimulation is successfully used in a study on the visual evoked potential (VEP) plasticity in the visual system in mammals. Practicing visual tasks or repeated exposure to sensory stimuli can induce neuronal network changes in the cortical circuits and improve the perception of these stimuli. However, little is known about the effect of visual training at the subcortical level. In the present study, we extend the knowledge showing positive results of this training in the rat's Superior colliculus (SC). In electrophysiological experiments, we showed that a single training session lasting several hours induces a response enhancement both in the primary visual cortex (V1) and in the SC. Further, we tested if collicular responses will be enhanced without V1 input. For this reason, we inactivated the V1 by applying xylocaine solution onto the cortical surface during visual training. Our results revealed that SC's response enhancement was present even without V1 inputs and showed no difference in amplitude comparing to VEPs enhancement while the V1 was active. These data suggest that the visual system plasticity and facilitation can develop independently but simultaneously in different parts of the visual system.

Perceptual Expertise: How Is It Achieved?

Humans are perceptual experts and we are constantly refining how we detect and discriminate objects in the world around us, often without any explicit instruction. But instruction can be helpful and sometimes even necessary. New research highlights the importance of instruction for achieving robust long-term retention of learning to identify complex features in natural images such as those used in radiology.

Supervised Learning Occurs in Visual Perceptual Learning of Complex Natural Images

There have been long-standing debates regarding whether supervised or unsupervised learning mechanisms are involved in visual perceptual learning (VPL) [1-14]. However, these debates have been based on the effects of simple feedback only about response accuracy in detection or discrimination tasks of low-level visual features such as orientation [15-22]. Here, we examined whether the content of response feedback plays a critical role for the acquisition and long-term retention of VPL of complex natural images. We trained three groups of human subjects (n = 72 in total) to better detect "grouped microcalcifications" or "architectural distortion" lesions (referred to as calcification and distortion in the following) in mammograms either with no trial-by-trial feedback, partial trial-by-trial feedback (response correctness only), or detailed trial-by-trial feedback (response correctness and target location). Distortion lesions consist of more complex visual structures than calcification lesions [23-26]. We found that partial feedback is necessary for VPL of calcifications, whereas detailed feedback is required for VPL of distortions. Furthermore, detailed feedback during training is necessary for VPL of distortion and calcification lesions to be retained for 6 months. These results show that although supervised learning is heavily involved in VPL of complex natural images, the extent of supervision for VPL varies across different types of complex natural images. Such differential requirements for VPL to improve the detectability of lesions in mammograms are potentially informative for the professional training of radiologists.

Hard criteria for empirical theories of consciousness

Consciousness is now a well-established field of empirical research. A large body of experimental results has been accumulated and is steadily growing. In parallel, many Theories of Consciousness (ToCs) have been proposed. These theories are diverse in nature, ranging from computational to neurophysiological and quantum theoretical approaches. This contrasts with other fields of natural science, which host a smaller number of competing theories. We suggest that one reason for this abundance of extremely different theories may be the lack of stringent criteria specifying how empirical data constrains ToCs. First, we argue that consciousness is a well-defined topic from an empirical point of view and motivate a purely empirical stance on the quest for consciousness. Second, we present a checklist of criteria that, we propose, empirical ToCs need to cope with. Third, we review 13 of the most influential ToCs and subject them to the criteria. Our analysis helps to situate these different ToCs in the theoretical landscapeand sheds light on their strengths and weaknesses from a strictly empirical point of view.

Exogenous attention facilitates perceptual learning in visual acuity to untrained stimulus locations and features

Visual perceptual learning (VPL) refers to the improvement in performance on a visual task due to practice. A hallmark of VPL is specificity, as improvements are often confined to the trained retinal locations or stimulus features. We have previously found that exogenous (involuntary, stimulus-driven) and endogenous (voluntary, goal-driven) spatial attention can facilitate the transfer of VPL across locations in orientation discrimination tasks mediated by contrast sensitivity. Here, we investigated whether exogenous spatial attention can facilitate such transfer in acuity tasks that have been associated with higher specificity. We trained observers for 3 days (days 2-4) in a Landolt acuity task (Experiment 1) or a Vernier hyperacuity task (Experiment 2), with either exogenous precues (attention group) or neutral precues (neutral group). Importantly, during pre-tests (day 1) and post-tests (day 5), all observers were tested with neutral precues; thus, groups differed only in their attentional allocation during training. For the Landolt acuity task, we found evidence of location transfer in both the neutral and attention groups, suggesting weak location specificity of VPL. For the Vernier hyperacuity task, we found evidence of location and feature specificity in the neutral group, and learning transfer in the attention group-similar improvement at trained and untrained locations and features. Our results reveal that, when there is specificity in a perceptual acuity task, exogenous spatial attention can overcome that specificity and facilitate learning transfer to both untrained locations and features simultaneously with the same training. Thus, in addition to improving performance, exogenous attention generalizes perceptual learning across locations and features.