Hyperspecificity in Visual Implicit Learning: Learning of Spatial Layout Is Contingent on Item Identity

Autor/inn/en	Jiang, Yuhong; Song, Joo-Hyun
Titel	Hyperspecificity in Visual Implicit Learning: Learning of Spatial Layout Is Contingent on Item Identity
Quelle	In: Journal of Experimental Psychology: Human Perception and Performance, 31 (2005) 6, S.1439-1448 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0096-1523
Schlagwörter	Spatial Ability; Visual Perception; Visual Learning; Adaptive Testing; Case Studies; Associative Learning; Memory; Context Effect + Suchen Sie Ihr Suchwort? Räumliches Vorstellungsvermögen; Visuelle Wahrnehmung; Visual education; Visuelles Lernen; Case study; Fallstudie; Case Study; Gedächtnis
Abstract	Humans conduct visual search faster when the same display is presented for a 2nd time, showing implicit learning of repeated displays. This study examines whether learning of a spatial layout transfers to other layouts that are occupied by items of new shapes or colors. The authors show that spatial context learning is sometimes contingent on item identity. For example, when the training session included some trials with black items and other trials with white items, learning of the spatial layout became specific to the trained color--no transfer was seen when items were in a new color during testing. However, when the training session included only trials in black (or white), learning transferred to displays with a new color. Similar results held when items changed shapes after training. The authors conclude that implicit visual learning is sensitive to trial context and that spatial context learning can be identity contingent. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10