Perceptual learning across saccades: Feature but not location specific.

Perceptual learning is the ability to enhance perception through practice. The hallmark of perceptual learning is its specificity for the trained location and stimulus features, such as orientation. For example, training in discriminating a grating's orientation improves performance only at the trained location but not in other untrained locations. Perceptual learning has mostly been studied using stimuli presented briefly while observers maintained gaze at one location. However, in everyday life, stimuli are actively explored through eye movements, which results in successive projections of the same stimulus at different retinal locations. Here, we studied perceptual learning of orientation discrimination across saccades. Observers were trained to saccade to a peripheral grating and to discriminate its orientation change that occurred during the saccade. The results showed that training led to transsaccadic perceptual learning (TPL) and performance improvements which did not generalize to an untrained orientation. Remarkably, however, for the trained orientation, we found a complete transfer of TPL to the untrained location in the opposite hemifield suggesting high flexibility of reference frame encoding in TPL. Three control experiments in which participants were trained without saccades did not show such transfer, confirming that the location transfer was contingent upon eye movements. Moreover, performance at the trained location, but not at the untrained location, was also improved in an untrained fixation task. Our results suggest that TPL has both, a location-specific component that occurs before the eye movement and a saccade-related component that involves location generalization.

Individual differences in the perception of visual illusions are stable across eyes, time, and measurement methods.

Vision scientists have tried to classify illusions for more than a century. For example, some studies suggested that there is a unique common factor for all visual illusions. Other studies proposed that there are several subclasses of illusions, such as illusions of linear extent or distortions. We previously observed strong within-illusion correlations but only weak between-illusion correlations, arguing in favor of an even higher multifactorial space with-more or less-each illusion making up its own factor. These mixed results are surprising. Here, we examined to what extent individual differences in the perception of visual illusions are stable across eyes, time, and measurement methods. First, we did not find any significant differences in the magnitudes of the seven illusions tested with monocular or binocular viewing conditions. In addition, illusion magnitudes were not significantly predicted by visual acuity. Second, we observed stable individual differences over time. Last, we compared two illusion measurements, namely an adjustment procedure and a method of constant stimuli, which both led to similar individual differences. Hence, it is unlikely that the individual differences in the perception of visual illusions arise from instability across eyes, time, and measurement methods.

Stimulus blanking reveals contrast-dependent transsaccadic feature transfer.

Across saccadic eye movements, the visual system receives two successive static images corresponding to the pre- and the postsaccadic projections of the visual field on the retina. The existence of a mechanism integrating the content of these images is today still a matter of debate. Here, we studied the transfer of a visual feature across saccades using a blanking paradigm. Participants moved their eyes to a peripheral grating and discriminated a change in its orientation occurring during the eye movement. The grating was either constantly on the screen or briefly blanked during and after the saccade. Moreover, it either was of the same luminance as the background (i.e., isoluminant) or anisoluminant with respect to it. We found that for anisoluminant gratings, the orientation discrimination across saccades was improved when a blank followed the onset of the eye movement. Such effect was however abolished with isoluminant gratings. Additionally, performance was also improved when an anisoluminant grating presented before the saccade was followed by an isoluminant one. These results demonstrate that a detailed representation of the presaccadic image was transferred across saccades allowing participants to perform better on the transsaccadic orientation task. While such a transfer of visual orientation across saccade is masked in real-life anisoluminant conditions, the use of a blank and of an isoluminant postsaccadic grating allowed to reveal its existence.

Individual differences in the Müller-Lyer and Ponzo illusions are stable across different contexts.

Vision scientists have attempted to classify visual illusions according to certain aspects, such as brightness or spatial features. For example, Piaget proposed that visual illusion magnitudes either decrease or increase with age. Subsequently, it was suggested that illusions are segregated according to their context: real-world contexts enhance and abstract contexts inhibit illusion magnitudes with age. We tested the effects of context on the Müller-Lyer and Ponzo illusions with a standard condition (no additional context), a line-drawing perspective condition, and a real-world perspective condition. A mixed-effects model analysis, based on data from 76 observers with ages ranging from 6 to 66 years, did not reveal any significant interaction between context and age. Although we found strong intra-illusion correlations for both illusions, we found only weak inter-illusion correlations, suggesting that the structure underlying these two spatial illusions includes several specific factors.

Spatiotopic and saccade-specific transsaccadic memory for object detail.

The content and nature of transsaccadic memory are still a matter of debate. Brief postsaccadic target blanking was demonstrated to recover transsaccadic memory and defeat saccadic suppression of displacement. We examined whether blanking would also support transsaccadic transfer of detailed form information. Observers saccaded to a peripheral, checkerboard-like stimulus and reported whether an intrasaccadic change had occurred in its upper or lower half. On half of the trials, the stimulus was blanked for 200 ms with saccade onset. In a fixation condition, observers kept fixation but the stimulus was displaced from periphery to fixation, mimicking the retinal events of the saccade condition. Results show that stimulus blanking improves transsaccadic change detection, with performance being far superior to the retinally equivalent fixation condition. Our findings argue in favor of a remapped memory trace that can be accessed only in the blanking condition, when not being overwritten by the salient postsaccadic stimulus.

Factors underlying visual illusions are illusion-specific but not feature-specific.

Common factors are ubiquitous. For example, there is a common factor, g, for intelligence. In vision, there is much weaker evidence for such common factors. For example, visual illusion magnitudes correlate only weakly with each other. Here, we investigated whether illusions are hyper-specific as in perceptual learning. First, we tested 19 variants of the Ebbinghaus illusion that differed in color, shape, or texture. Correlations between the illusion magnitudes of the different variants were mostly significant. Second, we reanalyzed a dataset from a previous experiment where 10 illusions were tested under four conditions of luminance and found significant correlations between the different luminance conditions of each illusion. However, there were only very weak correlations between the 10 different illusions. Third, five visual illusions were tested with four orientations. Again, there were significant correlations between the four orientations of each illusion, but not across different illusions. The weak inter-illusion correlations suggest that there is no unique common mechanism for the tested illusions. We suggest that most illusions make up their own factor.

The moon size illusion does not improve perceptual judgments.

Recent studies suggest that the accuracy of perceptual judgments can be influenced by the perceived illusory size of a stimulus, with judgments being more accurate for increased illusory size. This phenomenon seems consistent with recent neuroscientific findings that representations in early visual areas reflect the perceived (illusory) size of stimuli rather than the physical size. We further explored this idea with the moon illusion, in which the moon appears larger when it is close to the horizon and smaller when it is higher in the sky. Participants (n=230) adjusted the orientation of an image of the moon on a smartphone to match the perceived orientation of the moon in the sky. Contrary to previous studies that investigated accuracy and size illusions, we found slightly lower perceptual judgment accuracy when the moon appeared large (close to the horizon) compared to when it appeared small (high in the sky).

Motor response specificity in perceptual learning and its release by double training.

Perceptual learning is usually feature-specific. Recently, we showed that perceptual learning is even specific for the motor response type. In a three-line bisection task, participants indicated whether the central line was offset either to the left or right by pressing a left or a right button, respectively. We found no transfer when the same participants adjusted the offset by using a computer mouse. Here, we first show that perceptual learning with mouse adjustments transfers to the untrained hand, but only for the trained adjustment condition. There was no transfer to the button press conditions, neither for the trained nor the untrained hand. Second, we show that a double training procedure enables transfer from the mouse adjustment to the button press condition. Hence, the specificity of perceptual learning to the motor response type can be overcome by double training as it is the case for visual features. Our results suggest that during perceptual learning, perceptuo-decisional signals are encoded together with the corresponding actions.

Is the perception of illusions abnormal in schizophrenia?

There seems to be no common factor for visual perception, i.e., performance in visual tasks correlates only weakly with each other. Similar results were found with visual illusions. One may expect common visual factors for individuals suffering from pathologies that alter brain functioning, such as schizophrenia. For example, patients who are more severely affected by the disease, e.g., stronger positive symptoms, may show increased illusion magnitudes. Here, in the first experiment, we used a battery of seven visual illusions and a mental imagery questionnaire. Illusion magnitudes for the seven illusions did not differ significantly between the patients and controls. In addition, correlations between the different illusions and mental imagery were low. In the second experiment, we tested 59 patients (mostly outpatients) with ten visual illusions. As for the first experiment, patients and controls showed similar susceptibility to all but one visual illusion. Moreover, there were no significant correlations between different illusions, symptoms, or medication type. Thus, it seems that perception of visual illusions is mostly intact in schizophrenia.

Sex-related differences in vision are heterogeneous.

Despite well-established sex differences for cognition, audition, and somatosensation, few studies have investigated whether there are also sex differences in visual perception. We report the results of fifteen perceptual measures (such as visual acuity, visual backward masking, contrast detection threshold or motion detection) for a cohort of over 800 participants. On six of the fifteen tests, males significantly outperformed females. On no test did females significantly outperform males. Given this heterogeneity of the sex effects, it is unlikely that the sex differences are due to any single mechanism. A practical consequence of the results is that it is important to control for sex in vision research, and that findings of sex differences for cognitive measures using visually based tasks should confirm that their results cannot be explained by baseline sex differences in visual perception.

Is lack of attention necessary for task-irrelevant perceptual learning?

Perceptual learning can occur for a feature irrelevant to the training task, when it is sub-threshold and outside of the focus of attention (task-irrelevant perceptual learning, TIPL); however, TIPL does not occur when the task-irrelevant feature is supra-threshold. Here, we asked the question whether TIPL occurs when the task-irrelevant feature is sub-threshold but within the focus of spatial attention. We tested participants in three different discrimination tasks performed on a 3-dot stimulus: a horizontal Vernier task and a vertical bisection task (during pre- and post-training sessions), and a luminance task (during training). In Experiment 1 we found that attending to luminance differences within the same stimulus that contains a sub-threshold horizontal offset (an irrelevant feature during training) does not preclude TIPL, as revealed by an improvement in the Vernier task, but not in the bisection task. This conclusion was confirmed in Experiment 2, in which the 3-dot stimulus used during training did not include a horizontal offset.

Perceptual learning is specific beyond vision and decision making.

Perceptual learning is usually assumed to occur within sensory areas or when sensory evidence is mapped onto decisions. Subsequent procedural and motor processes, involved in most perceptual learning experiments, are thought to play no role in the learning process. Here, we show that this is not the case. Observers trained with a standard three-line bisection task and indicated the offset direction of the central line by pressing either a left or right push button. Before and after training, observers adjusted the central line of the same bisection stimulus using a computer mouse. As expected, performance improved through training. Surprisingly, learning did not transfer to the untrained mouse adjustment condition. The same was true for the opposite, i.e., training with mouse adjustments did not transfer to the push button condition. We found partial transfer when observers adjusted the central line with two different adjustment procedures. We suggest that perceptual learning is specific to procedural motor aspects beyond visual processing. Our results support theories were visual stimuli are coded together with their corresponding actions.

What is new in perceptual learning?

What is new in perceptual learning? In the early days of research, specificity was the hallmark of perceptual learning; that is, improvements following training were limited to the trained stimulus features. For example, training with a stimulus improves performance for this stimulus but not for the same stimulus when rotated by 90° (Ball & Sekuler, 1987; Spang, Grimsen, Herzog, & Fahle, 2010). Because of this specificity, learning was thought to be mediated by neural changes at the early stages of vision. In the last decade, many procedures were discovered in which transfer occurs from trained to untrained conditions under certain conditions. The location of learning is now often thought to occur in higher stage of vision and decision-making. This special issue shows how the field has progressed along these lines.

About individual differences in vision.

In cognition, audition, and somatosensation, performance strongly correlates between different paradigms, which suggests the existence of common factors. In contrast, visual performance in seemingly very similar tasks, such as visual and bisection acuity, are hardly related, i.e., pairwise correlations between performance levels are low even though test-retest reliability is high. Here we show similar results for visual illusions. Consistent with previous findings, we found significant correlations between the illusion magnitude of the Ebbinghaus and Ponzo illusions, but this relationship was the only significant correlation out of 15 further comparisons. Similarly, we found a significant link for the Ponzo illusion with both mental imagery and cognitive disorganization. However, most other correlations between illusions and personality were not significant. The findings suggest that vision is highly specific, i.e., there is no common factor. While this proposal does not exclude strong and stable associations between certain illusions and between certain illusions and personality traits, these associations seem to be the exception rather than the rule.

Does sensitivity in binary choice tasks depend on response modality?

In most models of vision, a stimulus is processed in a series of dedicated visual areas, leading to categorization of this stimulus, and possible decision, which subsequently may be mapped onto a motor-response. In these models, stimulus processing is thought to be independent of the response modality. However, in theories of event coding, common coding, and sensorimotor contingency, stimuli may be very specifically mapped onto certain motor-responses. Here, we compared performance in a shape localization task and used three different response modalities: manual, saccadic, and verbal. Meta-contrast masking was employed at various inter-stimulus intervals (ISI) to manipulate target visibility. Although we found major differences in reaction times for the three response modalities, accuracy remained at the same level for each response modality (and all ISIs). Our results support the view that stimulus-response (S-R) associations exist only for specific instances, such as reflexes or skills, but not for arbitrary S-R pairings.

Linking perceptual learning with identical stimuli to imagery perceptual learning.

Perceptual learning is usually thought to be exclusively driven by the stimuli presented during training (and the underlying synaptic learning rules). In some way, we are slaves of our visual experiences. However, learning can occur even when no stimuli are presented at all. For example, Gabor contrast detection improves when only a blank screen is presented and observers are asked to imagine Gabor patches. Likewise, performance improves when observers are asked to imagine the nonexisting central line of a bisection stimulus to be offset either to the right or left. Hence, performance can improve without stimulus presentation. As shown in the auditory domain, performance can also improve when the very same stimulus is presented in all learning trials and observers were asked to discriminate differences which do not exist (observers were not told about the set up). Classic models of perceptual learning cannot handle these situations since they need proper stimulus presentation, i.e., variance in the stimuli, such as a left versus right offset in the bisection stimulus. Here, we show that perceptual learning with identical stimuli occurs in the visual domain, too. Second, we linked the two paradigms by telling observers that only the very same bisection stimulus was presented in all trials and asked them to imagine the central line to be offset either to the left or right. As in imagery learning, performance improved.

Visual-induced expectations modulate auditory cortical responses.

Active sensing has important consequences on multisensory processing (Schroeder et al., 2010). Here, we asked whether in the absence of saccades, the position of the eyes and the timing of transient color changes of visual stimuli could selectively affect the excitability of auditory cortex by predicting the "where" and the "when" of a sound, respectively. Human participants were recorded with magnetoencephalography (MEG) while maintaining the position of their eyes on the left, right, or center of the screen. Participants counted color changes of the fixation cross while neglecting sounds which could be presented to the left, right, or both ears. First, clear alpha power increases were observed in auditory cortices, consistent with participants' attention directed to visual inputs. Second, color changes elicited robust modulations of auditory cortex responses ("when" prediction) seen as ramping activity, early alpha phase-locked responses, and enhanced high-gamma band responses in the contralateral side of sound presentation. Third, no modulations of auditory evoked or oscillatory activity were found to be specific to eye position. Altogether, our results suggest that visual transience can automatically elicit a prediction of "when" a sound will occur by changing the excitability of auditory cortices irrespective of the attended modality, eye position or spatial congruency of auditory and visual events. To the contrary, auditory cortical responses were not significantly affected by eye position suggesting that "where" predictions may require active sensing or saccadic reset to modulate auditory cortex responses, notably in the absence of spatial orientation to sounds.

Deleterious effects of roving on learned tasks.

In typical perceptual learning experiments, one stimulus type (e.g., a bisection stimulus offset either to the left or right) is presented per trial. In roving, two different stimulus types (e.g., a 30' and a 20' wide bisection stimulus) are randomly interleaved from trial to trial. Roving can impair both perceptual learning and task sensitivity. Here, we investigate the relationship between the two. Using a bisection task, we found no effect of roving before training. We next trained subjects and they improved. A roving condition applied after training impaired sensitivity.