Is she still angry? Intact learning but no updating of facial expressions priors in autism.

Autistic people exhibit atypical use of prior information when processing simple perceptual stimuli; yet, it remains unclear whether and how these difficulties in using priors extend to complex social stimuli. Here, we compared autistic people without accompanying intellectual disability and nonautistic people in their ability to acquire an "emotional prior" of a facial expression and update this prior to a different facial expression of the same identity. Participants performed a two-interval same/different discrimination task between two facial expressions. To study the acquisition of the prior, we examined how discrimination was modified by the contraction of the perceived facial expressions toward the average of presented stimuli (i.e., regression to the mean). At first, facial expressions surrounded one average emotional prior (mostly sad or angry), and then the average switched (to mostly angry or sad, accordingly). Autistic people exhibited challenges in facial discrimination, and yet acquired the first prior, demonstrating typical regression-to-the-mean effects. However, unlike nonautistic people, autistic people did not update their perception to the second prior, suggesting they are less flexible in updating an acquired prior of emotional expressions. Our findings shed light on the perception of emotional expressions, one of the most pressing challenges in autism.

A holistic understanding of challenges faced by people with low vision.

Prior research on visual impairments has documented specific challenges that people with low vision face such as reading and mobility. Yet, much less focus has been given to the relationships between seemingly separate challenges such as mobility and social interactions; limiting the potential of services and assistive technologies for people with low vision. To address this gap, we conducted semi-structured interviews with 30 low vision participants and examined the relationships between challenges and coping strategies overarching three facets of life - functional, psychological, and social. We found that challenges in a specific area of life commonly interacted and impacted other facets of life and provide a conceptual map of these relationship. For example, challenges in mobility reduced social interactions, which in turn affected the psychological well-being. Moreover, participants repeatedly described how a seemingly specific functional challenge (i.e., seeing under different lighting conditions) influenced a wide range of activities, from mobility (e.g., seeing obstacles) to social interactions (e.g., seeing faces and interpreting non-verbal cues). Our results highlight the importance of considering the interrelationships between different facets of life for assistive technology development and evaluation.

Beyond the Cane: Describing Urban Scenes to Blind People for Mobility Tasks.

Blind people face difficulties with independent mobility, impacting employment prospects, social inclusion, and quality of life. Given the advancements in computer vision, with more efficient and effective automated information extraction from visual scenes, it is important to determine what information is worth conveying to blind travelers, especially since people have a limited capacity to receive and process sensory information. We aimed to investigate which objects in a street scene are useful to describe and how those objects should be described. Thirteen cane-using participants, five of whom were early blind, took part in two urban walking experiments. In the first experiment, participants were asked to voice their information needs in the form of questions to the experimenter. In the second experiment, participants were asked to score scene descriptions and navigation instructions, provided by the experimenter, in terms of their usefulness. The descriptions included a variety of objects with various annotations per object. Additionally, we asked participants to rank order the objects and the different descriptions per object in terms of priority and explain why the provided information is or is not useful to them. The results reveal differences between early and late blind participants. Late blind participants requested information more frequently and prioritized information about objects' locations. Our results illustrate how different factors, such as the level of detail, relative position, and what type of information is provided when describing an object, affected the usefulness of scene descriptions. Participants explained how they (indirectly) used information, but they were frequently unable to explain their ratings. The results distinguish between various types of travel information, underscore the importance of featuring these types at multiple levels of abstraction, and highlight gaps in current understanding of travel information needs. Elucidating the information needs of blind travelers is critical for the development of more useful assistive technologies.

Reappraising negative emotions reduces distress during the COVID-19 outbreak.

In two studies, we examined the utility of intrinsic (i.e., self) versus extrinsic (i.e., other) reappraisal training for distress reduction during two consecutive COVID-19 lockdowns in Israel. In both Study 1 (n = 104) and Study 2 (n = 181), participants practiced the use of reappraisal for eight sessions across three weeks. Participants were trained to reappraise either a personal event (self-reappraisal group) or an incident presumably written by another participant (other-reappraisal group). Study 2 also included an untrained control group. Outcome measures were daily negative mood and psychological distress immediately at post-training and at a two-month follow-up. The results demonstrate a benefit for training compared to no training in lowering immediate post-training distress and daily negative emotions. However, this advantage disappeared at the two-month follow-up. In both studies, intrinsic reappraisal was associated with lower post-training distress than extrinsic reappraisal. Findings suggest reappraising negative experiences may lower distress at times of major contextual stress. Supplementary Information: The online version contains supplementary material available at 10.1007/s12144-022-03642-6.

Exogenous Attention Enables Perceptual Learning.

Practice can improve visual perception, and these improvements are considered to be a form of brain plasticity. Training-induced learning is time-consuming and requires hundreds of trials across multiple days. The process of learning acquisition is understudied. Can learning acquisition be potentiated by manipulating visual attentional cues? We developed a protocol in which we used task-irrelevant cues for between-groups manipulation of attention during training. We found that training with exogenous attention can enable the acquisition of learning. Remarkably, this learning was maintained even when observers were subsequently tested under neutral conditions, which indicates that a change in perception was involved. Our study is the first to isolate the effects of exogenous attention and to demonstrate its efficacy to enable learning. We propose that exogenous attention boosts perceptual learning by enhancing stimulus encoding.

Exogenous attention facilitates location transfer of perceptual learning.

Perceptual skills can be improved through practice on a perceptual task, even in adulthood. Visual perceptual learning is known to be mostly specific to the trained retinal location, which is considered as evidence of neural plasticity in retinotopic early visual cortex. Recent findings demonstrate that transfer of learning to untrained locations can occur under some specific training procedures. Here, we evaluated whether exogenous attention facilitates transfer of perceptual learning to untrained locations, both adjacent to the trained locations (Experiment 1) and distant from them (Experiment 2). The results reveal that attention facilitates transfer of perceptual learning to untrained locations in both experiments, and that this transfer occurs both within and across visual hemifields. These findings show that training with exogenous attention is a powerful regime that is able to overcome the major limitation of location specificity.

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.

Learning one task by interleaving practice with another task.

Perceptual learning is a sustainable improvement in performance on a perceptual task following training. A hallmark of perceptual learning is task specificity - after participants have trained on and learned a particular task, learning rarely transfers to another task, even with identical stimuli. Accordingly, it is assumed that performing a task throughout training is a requirement for learning to occur on that specific task. Thus, interleaving training trials of a target task, with those of another task, should not improve performance on the target task. However, recent findings in audition show that interleaving two tasks during training can facilitate perceptual learning, even when the training on neither task yields learning on its own. Here we examined the role of cross-task training in the visual domain by training 4 groups of human observers for 3 consecutive days on an orientation comparison task (target task) and/or spatial-frequency comparison task (interleaving task). Interleaving small amounts of training on each task, which were ineffective alone, not only enabled learning on the target orientation task, as in audition, but also surpassed the learning attained by training on that task alone for the same total number of trials. This study illustrates that cross-task training in visual perceptual learning can be more effective than single-task training. The results reveal a comparable learning principle across modalities and demonstrate how to optimize training regimens to maximize perceptual learning.