知覺(jué)學(xué)習(xí)（perceptual learning）是指訓(xùn)練或經(jīng)驗(yàn)引起的感知覺(jué)能力的改變。近年來(lái),，知覺(jué)學(xué)習(xí)作為研究大腦神經(jīng)可塑性的重要手段越來(lái)越受到科學(xué)家的重視,。傳統(tǒng)的知覺(jué)學(xué)習(xí)研究發(fā)現(xiàn)，知覺(jué)學(xué)習(xí)有兩個(gè)基本特征：網(wǎng)膜位置特異性與特征特異性, 即知覺(jué)學(xué)習(xí)不能遷移到未訓(xùn)練的網(wǎng)膜位置和特征,。各種知覺(jué)學(xué)習(xí)理論也因此需要解釋這些特異性產(chǎn)生的機(jī)制,。
北京師范大學(xué)認(rèn)知神經(jīng)科學(xué)與學(xué)習(xí)國(guó)家重點(diǎn)實(shí)驗(yàn)室視覺(jué)心理物理實(shí)驗(yàn)室以張俊云博士為第一作者, 余聰教授為通訊作者于2010年9月在Journal of Neuroscience發(fā)表了題為 "Rule-based learning explains visual perceptual learning and its specificity and transfer”的論文。該論文的合作者包括加州大學(xué)伯克利分校Dennis Levi教授和Stanley Klein教授,。博士生張功亮作為第二作者參與了這一研究,。
視覺(jué)心理物理實(shí)驗(yàn)室此前曾證明，知覺(jué)學(xué)習(xí)可以在不同的網(wǎng)膜位置遷移（Xiao et al., Current Biology, 2008）,。新發(fā)表的研究運(yùn)用了一個(gè)Training + Exposure (TPE)的創(chuàng)新性實(shí)驗(yàn)范式,，證明知覺(jué)學(xué)習(xí)也可以在不同的刺激朝向之間進(jìn)行完全遷移（附圖）,。這些研究結(jié)果質(zhì)疑了普遍接受的知覺(jué)學(xué)習(xí)具有網(wǎng)膜位置特異性與特征特異性的認(rèn)識(shí)，以及基于這些特異性的各種知覺(jué)學(xué)習(xí)理論,。研究者因此提出了一個(gè)新的基于規(guī)則的知覺(jué)學(xué)習(xí)理論（A rule-based theory of perceptual learning）,，認(rèn)為知覺(jué)學(xué)習(xí)是位于高級(jí)腦區(qū)的決策單元通過(guò)訓(xùn)練來(lái)學(xué)會(huì)對(duì)感覺(jué)輸入進(jìn)行權(quán)重調(diào)整的規(guī)則的過(guò)程；但因?yàn)樵谥X(jué)訓(xùn)練中注意過(guò)于指向所訓(xùn)練的位置和特征而抑制了代表非訓(xùn)練位置和特征的感覺(jué)輸入,，已學(xué)會(huì)的規(guī)則并不能自動(dòng)應(yīng)用于這些被抑制的感覺(jué)輸入上,，導(dǎo)致知覺(jué)學(xué)習(xí)的特異性；通過(guò)激活這些被抑制的感覺(jué)輸入以在決策單元與這些感覺(jué)輸入之間建立起功能聯(lián)結(jié),，可以使已學(xué)會(huì)的規(guī)則通過(guò)功能聯(lián)結(jié)應(yīng)用到這些感覺(jué)輸入上,，最終導(dǎo)致知覺(jué)學(xué)習(xí)的遷移。
三位論文審稿人對(duì)該研究做出了非常好的評(píng)價(jià),。（生物谷Bioon.com）
生物谷推薦英文摘要：
The Journal of Neuroscience DOI:10.1523/JNEUROSCI.0704-10.2010
Rule-Based Learning Explains Visual Perceptual Learning and Its Specificity and Transfer
Jun-Yun Zhang,1 Gong-Liang Zhang,1 Lu-Qi Xiao,1 Stanley A. Klein,2 Dennis M. Levi,2 and Cong Yu1
1State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China, and 2School of Optometry and Helen
Wills Neuroscience Institute, University of California, Berkeley, California 94720
Visual perceptual learning models, as constrained by orientation and location specificities, propose that learning either reflects changes in V1 neuronal tuning or reweighting specific V1 inputs in either the visual cortex or higher areas. Here we demonstrate that, with a training-plus-exposure procedure, in which observers are trained at one orientation and either simultaneously or subsequently passively exposed to a second transfer orientation, perceptual learning can completely transfer to the second orientation in tasks known to be orientation-specific. However, transfer fails if exposure precedes the training. These results challenge the existing specific perceptual learning models by suggesting a more general perceptual learning process.Wepropose a rule-based learning model to explain perceptual learning and its specificity and transfer. In this model, a decision unit in high-level brain areas learns the rules of reweighting the V1 inputs through training. However, these rules cannot be applied to a new orientation/location because the decision unit cannot functionally connect to the new V1 inputs that are unattended or even suppressed after training at a different orientation/location, which leads to specificity. Repeated orientation exposure or location training reactivates these inputs to establish the functional connections and enable the transfer of learning.
