A Weber-like law for perceptual learning

The effect of initial performance on motion perception improvements is modulated by training method

Repeated practice of a perceptual task, termed "perceptual learning," can improve visual performance. Previously, the training thresholds were determined in two ways. One is that the stimulus corresponding to a certain level in individually set psychometric functions was selected as the training threshold. The other is that the certain stimulus was selected as the training threshold without consideration of individual differences. However, little is known about how the two training methods modulate perceptual learning. This study aimed to evaluate the effect of initial performance on patterns of motion perceptual learning under two methods-individually set or group averaged-for setting the training threshold. Thirty-six observers were randomly divided into individual and group thresholds. Psychometric functions, with the percentage correct as a function of coherence, were measured using the coherent motion direction identification task. For the individual threshold, each observer was trained at individualized coherence level, targeting 60% correct for each observer's psychometric function. For the group threshold, each observer was trained at one coherence level, targeting 60% correct in the group-averaged psychometric function. The threshold was reduced after training with the method of constant stimulus in both groups, indicating improvements following perceptual learning. Furthermore, observers with a poorer initial performance exhibited greater learning gains independent of the training method. Importantly, the correlation between the initial performance and learning gains was larger in the individual threshold than in the group threshold, suggesting the influence of the initial performance on the learning amount depends on the training method.

Nearby contours abolish the binocular advantage

That binocular viewing confers an advantage over monocular viewing for detecting isolated low luminance or low contrast objects, has been known for well over a century; however, the processes involved in combining the images from the two eyes are still not fully understood. Importantly, in natural vision, objects are rarely isolated but appear in context. It is well known that nearby contours can either facilitate or suppress detection, depending on their distance from the target and the global configuration. Here we report that at close distances collinear (but not orthogonal) flanking contours suppress detection more under binocular compared to monocular viewing, thus completely abolishing the binocular advantage, both at threshold and suprathreshold levels. In contrast, more distant flankers facilitate both monocular and binocular detection, preserving a binocular advantage up to about four times the detection threshold. Our results for monocular and binocular viewing, for threshold contrast discrimination without nearby flankers, can be explained by a gain control model with uncertainty and internal multiplicative noise adding additional constraints on detection. However, in context with nearby flankers, both contrast detection threshold and suprathreshold contrast appearance matching require the addition of both target-to-target and flank-to-target interactions occurring before the site of binocular combination. To test an alternative model, in which the interactions occur after the site of binocular combination, we performed a dichoptic contrast matching experiment, with the target presented to one eye, and the flanks to the other eye. The two models make very different predictions for abutting flanks under dichoptic conditions. Interactions after the combination site predict that the perceived contrast of the flanked target will be strongly suppressed, while interactions before the site predict the perceived contrast will be more or less veridical. The data are consistent with the latter model, strongly suggesting that the interactions take place before the site of binocular combination.

Dichoptic Perceptual Training in Children With Amblyopia With or Without Patching History

Purpose

Dichoptic training is becoming a popular tool in amblyopia treatment. Here we investigated the effects of dichoptic demasking training in children with amblyopia who never received patching treatment (NPT group) or were no longer responsive to patching (PT group).

Methods

Fourteen NPT and thirteen PT amblyopes (6-16.5 years; 24 anisometropic, two strabismus, and one mixed) received dichoptic demasking training for 17 to 22 sessions. They used the amblyopic eye (AE) to practice contrast discrimination between a pair of Gabors that were dichoptically masked by a band-filtered noise pattern simultaneously presented in the fellow eye (FE). Dichoptic learning was quantified by the increase of maximal tolerable noise contrast (TNC) for AE contrast discrimination. Computerized visual acuities and contrast sensitivity functions for both eyes and the Randot stereoacuity were measured before and after training.

Results

Training improved maximal TNC by six to eight times in both groups, along with a boost of AE acuities by 0.15 logMAR (P < 0.001) in the NPT group and 0.06 logMAR (P < 0.001) in the PT group. This visual acuity improvement was significantly dependent on the pretraining acuity. Stereoacuity was significantly improved by 41.6% (P = 0.002) in the NPT group and 64.2% (P < 0.001) in the PT group. The stereoacuity gain was correlated to the pretraining interocular acuity difference (r = -0.49, P = 0.010), but not to the interocular acuity difference change (r = -0.28, P = 0.15). Training improved AE contrast sensitivity in the NPT group (P = 0.009) but not the PT group (P = 0.76). Moreover, the learning effects in 12 retested observers were retained for 10 to 24 months.

Conclusions

Dichoptic training can improve, and sometimes even restore, the stereoacuity of amblyopic children, especially those with mild amblyopia (amblyopic VA ≦0.28 logMAR). The dissociation of stereoacuity gain and the interocular acuity difference change suggests that the stereoacuity gain may not result from a reduced interocular suppression in most amblyopes. Rather, the amblyopes may have learned to attend to, or readout, the stimulus information to improve stereopsis.

Visual motion perception improvements following direct current stimulation over V5 are dependent on initial performance

Transcranial direct current stimulation (tDCS) can improve visual perception. However, the effect of tDCS on visual perception is largely variable, possibly due to individual differences in initial performance. The goal of the present study was to evaluate the dependency of visual motion perception improvements on initial performance. Twenty-eight observers were randomly divided into two groups. Anodal tDCS and sham stimulation were separately applied to V5 (1.5 mA, 20 min), while observers performed a coherent motion direction identification task. The results showed that compared to sham stimulation, anodal tDCS induced a significant improvement in motion perception that lasted at least 20 min. In addition, the degree of improvement was dependent on initial performance, with a greater improvement magnitude observed for those with poorer initial performance. These results may have implications for understanding the nature of the stimulation rule and for the use of a customised stimulation protocol to enhance tDCS efficiency in practical applications.

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.

Does physical exercise and congruent visual stimulation enhance perceptual learning?

PURPOSE

There is currently great interest in methods that can modulate brain plasticity, both in terms of understanding the basic mechanisms, and in the remedial application to situations of sensory loss. Recent work has focussed on how different manipulations might be combined to produce new settings that reveal synergistic actions. Here we ask whether a prominent example of adult visual plasticity, called perceptual learning, is modified by other environmental factors, such as visual stimulation and physical exercise.

METHODS

We quantified the magnitude, rate and transfer of perceptual learning using a peripheral Vernier alignment task, in two groups of subjects matched for a range of baseline factors (e.g. age, starting Vernier threshold, baseline fitness). We trained subjects for 5 days on a Vernier alignment task. In one group, we introduced an exercise protocol with congruent visual stimulation. The control group received the same visual stimulation, but did not exercise prior to measurement of Vernier thresholds.

RESULTS

Although the task generated large amounts of learning (~40%) and some transfer to untrained conditions in both groups, there were no specific benefits associated with either the addition of an exercise schedule or congruent visual stimulation.

CONCLUSION

In adults, short periods of physical exercise and visual stimulation do not enhance perceptual learning.

Specificity and retention of visual perceptual learning in young children with low vision

There is evidence that a pen-and-paper training based on perceptual learning principles improves near visual acuity in young children with visual impairment. The aim of the present study is to measure specificity and retention of its training effects during one year. Sixteen visually impaired children aged 4-8 years were divided in two age- and acuity-matched groups: an early (n = 9) and late treatment group (n = 7). Training consisted of 12 sessions (2× per week for 6 weeks). Studied variables were uncrowded and crowded binocular near visual acuity (40 cm), distance visual acuity (3.0 m) and fine motor skills (Beery VMI, subtest Motor Control). In the early treatment group, we measured at 0 months (pre-training), at 2 months (post-training), at 8 months (6 months post-training) and at 14 months (12 months post-training) since inclusion. In the late treatment group, three pre-training measurements were performed at 0, 2 and 8 months, and two measurements at 0 and 6 months post-training. In the short term, training improved uncrowded and crowded near visual acuity at 0.4 m by 0.13 ± 0.03 and 0.09 ± 0.03 logMAR, respectively (mean ± SEM). Training did not affect distance acuities or Beery scores. Learning effects on uncrowded and crowded near visual acuities remained intact 6-12 months after training. We conclude that the pen-and-paper training specifically improves near visual acuities but does not transfer to distance acuities or fine motor skills. Improvements in near visual acuity are retained over time, bolstering its clinical value.

Perceptual Learning at Higher Trained Cutoff Spatial Frequencies Induces Larger Visual Improvements

It is well known that extensive practice of a perceptual task can improve visual performance, termed perceptual learning. The goal of the present study was to evaluate the dependency of visual improvements on the features of training stimuli (i.e., spatial frequency). Twenty-eight observers were divided into training and control groups. Visual acuity (VA) and contrast sensitivity function (CSF) were measured and compared before and after training. All observers in the training group were trained in a monocular grating detection task near their individual cutoff spatial frequencies. The results showed that perceptual learning induced significant visual improvement, which was dependent on the cutoff spatial frequency, with a greater improvement magnitude and transfer of perceptual learning observed for those trained with higher spatial frequencies. However, VA significantly improved following training but was not related to the cutoff spatial frequency. The results may broaden the understanding of the nature of the learning rule and the neural plasticity of different cortical areas.

The relationship between initial threshold, learning, and generalization in perceptual learning

We investigated the origin of two previously reported general rules of perceptual learning. First, the initial discrimination thresholds and the amount of learning were found to be related through a Weber-like law. Second, increased training length negatively influenced the observer's ability to generalize the obtained knowledge to a new context. Using a five-day training protocol, separate groups of observers were trained to perform discrimination around two different reference values of either contrast (73% and 30%) or orientation (25° and 0°). In line with previous research, we found a Weber-like law between initial performance and the amount of learning, regardless of whether the tested attribute was contrast or orientation. However, we also showed that this relationship directly reflected observers' perceptual scaling function relating physical intensities to perceptual magnitudes, suggesting that participants learned equally on their internal perceptual space in all conditions. In addition, we found that with the typical five-day training period, the extent of generalization was proportional to the amount of learning, seemingly contradicting the previously reported diminishing generalization with practice. This result suggests that the negative link between generalization and the length of training found in earlier studies might have been due to overfitting after longer training and not directly due to the amount of learning per se.

Training peripheral vision to read: Boosting the speed of letter processing

Central-field loss necessitates the use of peripheral vision which makes reading slow and difficult. Slower temporal processing of letter recognition has been shown to be a limiting factor in peripheral letter recognition and reading. Previous studies showed that perceptual learning can increase the number of letters recognized on each fixation and is accompanied by an increase in reading speed. We hypothesized that improvement in temporal processing speed underlies the observed training effects. Here, we proposed an adaptive training procedure to focus on boosting the speed of letter recognition, and investigated whether peripheral reading would be enhanced by this training method. Seven normally-sighted subjects were trained with four daily one-hour sessions of a letter recognition task at 10° in the lower visual field in a pre/post design. During training, we adjusted stimulus duration on a block by block basis to maintain task difficulty near a pre-defined level of 80% performance accuracy. Stimulus duration progressively decreased with training, indicative of faster letter recognition at the 80% criterion. Following training, reading speed measured using a rapid serial visual presentation showed a substantial improvement in the trained (lower) field (41%) and the untrained (upper) field (27%), similar to the improvements observed from the training with a fixed stimulus duration. Despite being no more effective than the previous training, the adaptive temporal training method may allow individualized training, and may have advantages for clinical populations.

Practice makes the deficiency of global motion detection in people with pattern-related visual stress more apparent

Aims

Pattern-related visual stress (PRVS) refers to the perceptual difficulties experienced by some individuals when exposed to high contrast striped patterns. People with PRVS were reported to have reduced sensitivity to global motion at baseline testing and the difference disappears at a second estimate. The present study was to investigate the effect of practice on global motion threshold in adults with and without PRVS.

Methods

A total of 101 subjects were recruited and the Wilkins & Evans Pattern Glare Test was used to determine if a subject had PRVS. The threshold to detect global motion was measured with a random dot kinematogram. Each subject was measured 5 times at the first visit and again a month later. Receiver operating characteristic (ROC) curve analysis was applied to show the agreement between the two tests.

Results

Twenty-nine subjects were classified as having PRVS and 72 were classified as normal. At baseline, the threshold to detect global motion was significantly higher in subjects with PRVS (0.832 ± 0.098 vs. 0.618 ± 0.228, p < 0.001). After 5 sessions, the difference between the normal and subjects with PRVS increased (0.767 ± 0.170 vs. 0.291 ± 0.149, p < 0.001). In ROC analysis, the area under the curve (AUC) improved from 0.792 at baseline to 0.964 at the fifth session. After a one-month break, the difference between normal and subjects with PRVS was still significant (0.843 ± 0.169 vs. 0.407 ± 0.216, p < 0.001) and the AUC was 0.875.

Conclusion

The ability to detect global motion is impaired in persons with PRVS and the difference increased after additional sessions of practice.

Vision improvement in pilots with presbyopia following perceptual learning

Israeli Air Force (IAF) pilots continue flying combat missions after the symptoms of natural near-vision deterioration, termed presbyopia, begin to be noticeable. Because modern pilots rely on the displays of the aircraft control and performance instruments, near visual acuity (VA) is essential in the cockpit. We aimed to apply a method previously shown to improve visual performance of presbyopes, and test whether presbyopic IAF pilots can overcome the limitation imposed by presbyopia. Participants were selected by the IAF aeromedical unit as having at least initial presbyopia and trained using a structured personalized perceptual learning method (GlassesOff application), based on detecting briefly presented low-contrast Gabor stimuli, under the conditions of spatial and temporal constraints, from a distance of 40 cm. Our results show that despite their initial visual advantage over age-matched peers, training resulted in robust improvements in various basic visual functions, including static and temporal VA, stereoacuity, spatial crowding, contrast sensitivity and contrast discrimination. Moreover, improvements generalized to higher-level tasks, such as sentence reading and aerial photography interpretation (specifically designed to reflect IAF pilots' expertise in analyzing noisy low-contrast input). In concert with earlier suggestions, gains in visual processing speed are plausible to account, at least partially, for the observed training-induced improvements.

Donepezil Does Not Enhance Perceptual Learning in Adults with Amblyopia: A Pilot Study

Amblyopia is a developmental disorder that results in a wide range of visual deficits. One proven approach to recovering vision in adults with amblyopia is perceptual learning (PL). Recent evidence suggests that neuromodulators can enhance adult plasticity. In this pilot study, we asked whether donepezil, a cholinesterase inhibitor, enhances visual PL in adults with amblyopia. Nine adults with amblyopia were first trained on a low-contrast single-letter identification task while taking a daily dose (5 mg) of donepezil throughout training. Following 10,000 trials of training, participants showed improved contrast sensitivity for identifying single letters. However, the magnitude of improvement was no greater than, and the rate of improvement was slower than, that obtained in a previous study in which six adults with amblyopia were trained using an identical task and protocol but without donepezil (Chung et al., 2012). In addition, we measured transfer of learning effects to other tasks and found that for donepezil, the post-pre performance ratios in both a size-limited (acuity) and a spacing-limited (crowding) task were not significantly different from those found in the previous study without donepezil administration. After an interval of several weeks, six participants returned for a second course of training on identifying flanked (crowded) letters, again with concurrent donepezil administration. Although this task has previously been shown to be highly amenable to PL in adults with amblyopia (Chung et al., 2012; Hussain et al., 2012), only one observer in our study showed significant learning over 10,000 trials of training. Auxiliary experiments showed that the lack of a learning effect on this task during donepezil administration was not due to either the order of training of the two tasks or the use of a sequential training paradigm. Our results reveal that cholinergic enhancement with donepezil during training does not improve or speed up PL of single-letter identification in adults with amblyopia, and importantly, it may even halt learning and transfer related to a crowding task.

Clinical Trial Registration: This study was registered with ClinicalTrials.gov (NCT03109314).

Learning to recognize letters in the periphery: Effects of repeated exposure, letter frequency, and letter complexity

Patients with central vision loss must rely on their peripheral vision for reading. Unfortunately, limitations of peripheral vision, such as crowding, pose significant challenges to letter recognition. As a result, there is a need for developing effective training methods for improving crowded letter recognition in the periphery. Several studies have shown that extensive practice with letter stimuli is beneficial to peripheral letter recognition. Here, we explore stimulus-related factors that might influence the effectiveness of peripheral letter recognition training. Specifically, we examined letter exposure (number of letter occurrences), frequency of letter use in English print, and letter complexity and evaluated their contributions to the amount of improvement observed in crowded letter recognition following training. We analyzed data collected across a range of training protocols. Using linear regression, we identified the best-fitting model and observed that all three stimulus-related factors contributed to improvement in peripheral letter recognition with letter exposure being the most important factor. As an important explanatory variable, pretest accuracy was included in the model as well to avoid estimate biases and was shown to have influence on the relationship between training improvement and letter exposure. When developing training protocols for peripheral letter recognition, it may be beneficial to not only consider the overall length of training, but also to tailor the number of stimulus occurrences for each letter according to its initial performance level, frequency, and complexity.

Perceptual training yields rapid improvements in visually impaired youth

Visual function demands coordinated responses to information over a wide field of view, involving both central and peripheral vision. Visually impaired individuals often seem to underutilize peripheral vision, even in absence of obvious peripheral deficits. Motivated by perceptual training studies with typically sighted adults, we examined the effectiveness of perceptual training in improving peripheral perception of visually impaired youth. Here, we evaluated the effectiveness of three training regimens: (1) an action video game, (2) a psychophysical task that combined attentional tracking with a spatially and temporally unpredictable motion discrimination task, and (3) a control video game. Training with both the action video game and modified attentional tracking yielded improvements in visual performance. Training effects were generally larger in the far periphery and appear to be stable 12 months after training. These results indicate that peripheral perception might be under-utilized by visually impaired youth and that this underutilization can be improved with only ~8 hours of perceptual training. Moreover, the similarity of improvements following attentional tracking and action video-game training suggest that well-documented effects of action video-game training might be due to the sustained deployment of attention to multiple dynamic targets while concurrently requiring rapid attending and perception of unpredictable events.

Gains following perceptual learning are closely linked to the initial visual acuity

The goal of the present study was to evaluate the dependence of perceptual learning gains on initial visual acuity (VA), in a large sample of subjects with a wide range of VAs. A large sample of normally sighted and presbyopic subjects (N = 119; aged 40 to 63) with a wide range of uncorrected near visual acuities (VA, −0.12 to 0.8 LogMAR), underwent perceptual learning. Training consisted of detecting briefly presented Gabor stimuli under spatial and temporal masking conditions. Consistent with previous findings, perceptual learning induced a significant improvement in near VA and reading speed under conditions of limited exposure duration. Our results show that the improvements in VA and reading speed observed following perceptual learning are closely linked to the initial VA, with only a minor fraction of the observed improvement that may be attributed to the additional sessions performed by those with the worse VA.

Parametric modeling of visual search efficiency in real scenes

How should the efficiency of searching for real objects in real scenes be measured? Traditionally, when searching for artificial targets, e.g., letters or rectangles, among distractors, efficiency is measured by a reaction time (RT) × Set Size function. However, it is not clear whether the set size of real scenes is as effective a parameter for measuring search efficiency as the set size of artificial scenes. The present study investigated search efficiency in real scenes based on a combination of low-level features, e.g., visible size and target-flanker separation factors, and high-level features, e.g., category effect and target template. Visible size refers to the pixel number of visible parts of an object in a scene, whereas separation is defined as the sum of the flank distances from a target to the nearest distractors. During the experiment, observers searched for targets in various urban scenes, using pictures as the target templates. The results indicated that the effect of the set size in real scenes decreased according to the variances of other factors, e.g., visible size and separation. Increasing visible size and separation factors increased search efficiency. Based on these results, an RT × Visible Size × Separation function was proposed. These results suggest that the proposed function is a practicable predictor of search efficiency in real scenes.

Perceptual factors contribute more than acoustical factors to sound localization abilities with virtual sources

Human sound localization abilities rely on binaural and spectral cues. Spectral cues arise from interactions between the sound wave and the listener's body (head-related transfer function, HRTF). Large individual differences were reported in localization abilities, even in young normal-hearing adults. Several studies have attempted to determine whether localization abilities depend mostly on acoustical cues or on perceptual processes involved in the analysis of these cues. These studies have yielded inconsistent findings, which could result from methodological issues. In this study, we measured sound localization performance with normal and modified acoustical cues (i.e., with individual and non-individual HRTFs, respectively) in 20 naïve listeners. Test conditions were chosen to address most methodological issues from past studies. Procedural training was provided prior to sound localization tests. The results showed no direct relationship between behavioral results and an acoustical metrics (spectral-shape prominence of individual HRTFs). Despite uncertainties due to technical issues with the normalization of the HRTFs, large acoustical differences between individual and non-individual HRTFs appeared to be needed to produce behavioral effects. A subset of 15 listeners then trained in the sound localization task with individual HRTFs. Training included either visual correct-answer feedback (for the test group) or no feedback (for the control group), and was assumed to elicit perceptual learning for the test group only. Few listeners from the control group, but most listeners from the test group, showed significant training-induced learning. For the test group, learning was related to pre-training performance (i.e., the poorer the pre-training performance, the greater the learning amount) and was retained after 1 month. The results are interpreted as being in favor of a larger contribution of perceptual factors than of acoustical factors to sound localization abilities with virtual sources.

The effect of normal aging and age-related macular degeneration on perceptual learning

We investigated whether perceptual learning could be used to improve peripheral word identification speed. The relationship between the magnitude of learning and age was established in normal participants to determine whether perceptual learning effects are age invariant. We then investigated whether training could lead to improvements in patients with age-related macular degeneration (AMD). Twenty-eight participants with normal vision and five participants with AMD trained on a word identification task. They were required to identify three-letter words, presented 10° from fixation. To standardize crowding across each of the letters that made up the word, words were flanked laterally by randomly chosen letters. Word identification performance was measured psychophysically using a staircase procedure. Significant improvements in peripheral word identification speed were demonstrated following training (71% ± 18%). Initial task performance was correlated with age, with older participants having poorer performance. However, older adults learned more rapidly such that, following training, they reached the same level of performance as their younger counterparts. As a function of number of trials completed, patients with AMD learned at an equivalent rate as age-matched participants with normal vision. Improvements in word identification speed were maintained at least 6 months after training. We have demonstrated that temporal aspects of word recognition can be improved in peripheral vision with training across a range of ages and these learned improvements are relatively enduring. However, training targeted at other bottlenecks to peripheral reading ability, such as visual crowding, may need to be incorporated to optimize this approach.

Training improves visual processing speed and generalizes to untrained functions

Studies show that manipulating certain training features in perceptual learning determines the specificity of the improvement. The improvement in abnormal visual processing following training and its generalization to visual acuity, as measured on static clinical charts, can be explained by improved sensitivity or processing speed. Crowding, the inability to recognize objects in a clutter, fundamentally limits conscious visual perception. Although it was largely considered absent in the fovea, earlier studies report foveal crowding upon very brief exposures or following spatial manipulations. Here we used GlassesOff's application for iDevices to train foveal vision of young participants. The training was performed at reading distance based on contrast detection tasks under different spatial and temporal constraints using Gabor patches aimed at testing improvement of processing speed. We found several significant improvements in spatio-temporal visual functions including near and also non-trained far distances. A remarkable transfer to visual acuity measured under crowded conditions resulted in reduced processing time of 81 ms, in order to achieve 6/6 acuity. Despite a subtle change in contrast sensitivity, a robust increase in processing speed was found. Thus, enhanced processing speed may lead to overcoming foveal crowding and might be the enabling factor for generalization to other visual functions.

Perceptual learning modifies untrained pursuit eye movements

Perceptual learning improves detection and discrimination of relevant visual information in mature humans, revealing sensory plasticity. Whether visual perceptual learning affects motor responses is unknown. Here we implemented a protocol that enabled us to address this question. We tested a perceptual response (motion direction estimation, in which observers overestimate motion direction away from a reference) and a motor response (voluntary smooth pursuit eye movements). Perceptual training led to greater overestimation and, remarkably, it modified untrained smooth pursuit. In contrast, pursuit training did not affect overestimation in either pursuit or perception, even though observers in both training groups were exposed to the same stimuli for the same time period. A second experiment revealed that estimation training also improved discrimination, indicating that overestimation may optimize perceptual sensitivity. Hence, active perceptual training is necessary to alter perceptual responses, and an acquired change in perception suffices to modify pursuit, a motor response.

Reading training with threshold stimuli in people with central vision loss: a feasibility study

PURPOSE

To evaluate the effectiveness of a perceptual learning technique for improving reading performance of patients with central vision loss and to explore whether this learning generalizes to other visual functions.

METHODS

Ten patients with central vision loss were trained binocularly, in four consecutive sessions, with serially presented words printed at each patient's reading acuity limit. Patients read 10 blocks of 100 words in each session. They were encouraged to read the whole word and were discouraged to read letter by letter. Assessment sessions before and after training measured fixation stability, monocular and binocular visual acuity, as well as reading acuity, critical print size, and maximum reading speed with continuous text. Another six patients with central vision loss were included in a test-retest control group and were tested twice, 1 week apart, with no intervention.

RESULTS

The average time required to read a block of trials decreased significantly with each training session. After training, continuous text reading improved in terms of reading acuity (p = 0.017) and maximum reading speed (p = 0.01), but critical print size did not change. Binocular acuity improved significantly from an average of 0.54 logMAR before training to 0.44 logMAR after training. Binocular ratio (better eye acuity/binocular acuity) increased from an average of 1.0 before training to 1.17 after training. There was a 62% improvement in fixation stability in the better eye and 58% in the worse eye. There were no changes in the outcome measures for the test-retest control group.

CONCLUSIONS

The technique described in this article can be used for vision rehabilitation of patients with central vision loss. When training is done with size threshold stimuli, learning generalizes to visual acuity, continuous text reading, and fixation stability.

Psychophysics and the evolution of behavior

Sensory information allows animals to interpret their environment and make decisions. The ways in which animals perceive and measure stimuli from the social and physical environment guide nearly every decision they make. Thus, sensory perception and associated cognitive processing have a strong impact on behavioral evolution. Research in this area often focuses on the unique properties of the sensory system of an individual species, yet certain relevant features of perception and cognition generally hold across taxa. One such general feature is the proportionally based translation of physical stimulus magnitude into perceived stimulus magnitude. This process has been recognized for over a century, but recent studies have begun to consider how a law of proportional psychophysics, Weber's law, exerts selective force in behavioral evolution.