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Delineating the “Task-Irrelevant” Perceptual Learning Paradigm in the Context of Temporal Pairing, Auditory Pitch, and the Reading Disabled

Abstract Watanabe, Náñez, and Sasaki (2001) introduced a phenomenon they named “task-irrelevant perceptual learning” in which near-threshold stimuli that are not essential to a given task can be associatively learned when consistently and concurrently paired with the focal task. The present study employs a visual paired-shapes recognition task, using colored polygon targets as salient attended focal stimuli, with the goal of comparing the increases in perceptual sensitivity observed when near-threshold stimuli are temporally paired in varying manners with focal targets. Experiment 1 separated and compared the target-acquisition and target-recognition phases and revealed that sensitivity improved most when the near-threshold motion stimuli were pai... (more)
Created Date 2016
Contributor Holloway, Steven Robert (Author) / McBeath, Michael K (Advisor) / Macknik, Stephen (Committee member) / Homa, Donald (Committee member) / Náñez, Sr., José E (Committee member) / Arizona State University (Publisher)
Subject Cognitive psychology / Neurosciences / Associative Learning / Auditory Learning / Cognitive Neuroscience / Perceptual Learning / Reading Disability / Task-Irrelevant Learning
Type Doctoral Dissertation
Extent 85 pages
Language English
Reuse Permissions All Rights Reserved
Note Doctoral Dissertation Psychology 2016
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis