| 其他摘要 | Perceptual learning refers to the phenomenon in which an individual's performance on a perceptual task improves steadily over time with repeated training. However, the effects of perceptual learning are influenced by various factors. The role of these factors has led to controversial research results, insufficient explanations for learning effects, and limited application of research findings. Therefore, further exploration of the factors that influence perceptual learning is still necessary. This study focuses on feedback and circadian rhythms, two important factors that promote behavioral changes, and systematically examines their impact on the characteristics of perceptual learning processes.
The study is divided into two parts. Study 1 focuses on the effect of feedback on perceptual learning, including two experiments. Experiment 1 trained orientation discrimination tasks of different difficulties under different forms of external feedback to explore the influence characteristics of external feedback on perceptual learning. The results showed that providing external feedback during training can enhance learning effects, but the demand for feedback differed between easy and difficult tasks. For easy tasks, simple feedback was sufficient to promote learning, while for difficult tasks, more complete feedback (providing correct answers) was needed to promote learning. Experiment 2 mixed easy tasks and difficult tasks, and provided internal feedback to difficult tasks through the completion of easy tasks, so as to analyze the influence of internal feedback on perceptual learning. According to experiment 2, adding internal feedback could effectively promote learning when there was no external feedback or only simple external feedback. Model analysis indicated that although both internal and external feedback can promote perceptual learning, their mechanisms of influence differ in learning. Simple external feedback can accelerate learning speed, while internal feedback and complete external feedback can improve initial learning performance. This suggests that there is a certain separation in the actual mechanisms of internal and external feedback.
Study 2 followed the impact of circadian rhythms on perceptual learning and consisted of three experiments. Experiment 3 examined the influence of circadian rhythms on visual perception abilities in four aspects: visual detection, visual discrimination, contrast sensitivity, and color perception. The results showed that circadian rhythms could regulate visual perception and the regulatory effects differed in different functions. Visual detection was better at night, while visual discrimination was better in the morning. Based on Experiment 3, we selected two classic visual perceptual training tasks, contrast detection (Experiment 4) and vernier discrimination (Experiment 5), to further investigate whether circadian rhythms would affect the process of perceptual learning. The results of the multi-component model analysis indicated that although circadian rhythms affected the initial learning values of different tasks, the learning speed and magnitude did not change in the subsequent learning process.
Centring around the influencing factors of perceptual learning, this study systematically explored the effects of feedback and circadian rhythm on visual perceptual learning and discussed the underlying mechanisms. The study found that there are differences in the mechanisms of internal and external feedback on perceptual learning, with simple external feedback accelerating learning speed and internal and complete external feedback improving initial learning performance. Circadian rhythms can affect visual perception abilities, with better visual detection at night and better visual discrimination in the morning. In perceptual learning tasks, the circadian differences in visual perception abilities can lead to differences in initial learning values, but do not affect learning speed and magnitude. These findings deepen our understanding of the effects of perceptual learning and provide reference for how to optimize perceptual learning effects by setting different feedback forms and training time points in future perceptual training. |
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