The time course of stimulus-specific perceptual learning

Practice on perceptual tasks can lead to long-lasting, stimulus-specific improvements. Rapid stimulus-specific learning, assessed 24 hours after practice, has been found with just 105 practice trials in a face identification task. However, a much longer time course for stimulus-specific learning has been found in other tasks. Here, we examined 1) whether rapid stimulus-specific learning occurs for unfamiliar, non-face stimuli in a texture identification task; 2) the effects of varying practice across a range from just 21 trials up to 840 trials; and 3) if rapid, stimulus-specific learning persists over a 1-week, as well as a 1-day, interval. Observers performed a texture identification task in two sessions separated by one day (Experiment 1) or 1 week (Experiment 2). Observers received varying amounts of practice (21, 63, 105, or 840 training trials) in session 1 and completed 840 trials in session 2. In session 2, one-half of the observers in each group performed the task with the same textures as in session 1, and one-half switched to novel textures (same vs. novel conditions). In both experiments we found that stimulus-specific learning - defined as the difference in response accuracy in the same and novel conditions - increased as a linear function of the log number of session 1 training trials and was statistically significant after approximately 100 training trials. The effects of stimulus novelty did not differ across experiments. These results support the idea that stimulus-specific learning in our task arises gradually and continuously through practice, perhaps concurrently with general learning.

Feasibility, Acceptability, and Impact of a self-guided e-learning Memory and Brain Health Promotion Program for Healthy Older Adults

OBJECTIVES

To examine the feasibility (e.g., completion rate), acceptability (e.g., satisfaction), and participant-reported impact (e.g., memory concerns, behavior change, goal attainment) of a self-guided, e-learning adaptation of a validated, facilitator-guided, in-person memory intervention for older adults.

METHODS

Participants were 139 healthy older adults (mean age: 73 ± 7, 73% women). Participation tracking and pre/post questionnaires embedded within the e-learning program were used to assess feasibility, acceptability, and impact.

RESULTS

Sixty-eight percent of participants completed the program. Anonymous feedback data indicated a high level of satisfaction with the program, the pace and clarity of the learning modules, and the user interface. Suggested improvements included offering more interaction with others and addressing minor platform glitches. There was a 41% decrease in the prevalence of concern about memory changes from baseline to posttest. The majority of participants reported an increase in use of memory strategies and uptake of health-promoting lifestyle behaviors. All participants reported moderate-to-high satisfaction with personal goal attainment.

CONCLUSIONS

The program demonstrated good feasibility, acceptability, and lead to reduction in age-related memory concerns.

CLINICAL IMPLICATIONS

Self-guided, e-learning programming shows promise for fostering positive adaptation to age-related memory changes and improving the uptake of evidence-based strategies to promote brain health among older adults.

Attentional Engagement During Mobile Application Skill Learning Among Patients With Memory Impairment: A Case Series Exploration

IMPORTANCE

Attentional engagement is essential for successful cognitive rehabilitation, but little is known about longitudinal interactions with skill learning.

OBJECTIVE

To examine how attentional engagement is associated with mobile application skill learning for memory compensation. We hypothesized that patients with greater functional capacity would demonstrate faster learning and attentional engagement drop with skill acquisition, whereas patients with lesser functional capacity would have to maintain attentional engagement to progress throughout training.

DESIGN

A case series approach was used with longitudinal skill learning and electroencephalographic (EEG) data recorded across multiple trials and sessions of mobile calendar application training.

SETTING

The study was run in a hospital-based neuropsychology clinic.

PARTICIPANTS

Seven participants (5 with acquired brain injury, 1 with mild cognitive impairment, and 1 healthy older adult) were recruited.

INTERVENTION

Mobile application operation was trained for the purpose of memory compensation. Skill learning was facilitated through a structured rehabilitation protocol, including large amounts of guided practice with the integration of errorless learning.

OUTCOMES AND MEASURES

We quantified learning using the proportion of application steps completed independently at each session. We measured attentional engagement using an EEG marker: the Brain Engagement Index.

RESULTS

For fast learners, attentional engagement generally decreased as mobile application learning progressed. In contrast, slow learners exhibited stable engagement over time with consistent, yet much slower, progress in skill learning.

CONCLUSIONS AND RELEVANCE

The present data indicate that when cognitive impairment is more substantial, skill learning may involve greater attentional engagement. What This Article Adds: Patients undergoing memory rehabilitation may benefit from methods to enhance attentional engagement during skill learning when executive dysfunction is a considerable element of their cognitive profile. Monitoring attentional engagement during cognitive rehabilitation may be useful in identifying and addressing barriers to learning in real time.

Effects of aging on figure-ground perception: Convexity context effects and competition resolution

We examined age-related differences in figure-ground perception by exploring the effect of age on Convexity Context Effects (CCE; Peterson & Salvagio, 2008). Experiment 1, using Peterson and Salvagio's procedure and black and white stimuli consisting of 2 to 8 alternating concave and convex regions, established that older adults exhibited reduced CCEs compared to younger adults. Experiments 2 and 3 demonstrated that this age difference was found at various stimulus durations and sizes. Experiment 4 compared CCEs obtained with achromatic stimuli, in which the alternating convex and concave regions were each all black or all white, and chromatic stimuli in which the concave regions were homogeneous in color but the convex regions varied in color. We found that the difference between CCEs measured with achromatic and colored stimuli was larger in older than in younger adults. Our results are consistent with the hypothesis that the senescent visual system is less able to resolve the competition among various perceptual interpretations of the figure-ground relations among stimulus regions.