Conditioning of Attention as a Factor in Perceptual Learning

Abstract

Three experiments were done to assess the role of attention in perceptual learning. In Exp. I, utilizing some theoretical ideas proposed by Piaget in centration theory, it was proposed that the centration effect would reveal the influence of value on attentional behavior. The results suggested a general increase in attentional activity directly related to the total value in the field. In a depth perception situation, error decreased as the value of the stimuli increased, however, this was not related to centration. It was proposed that since no specific behaviors had been reinforced, pre-existing attentional preferences remained intact in the situation. Exp. II was designed to measure individual preferences and to reinforce specific scanning behavior. The predicted centration effect was observed. In the depth perception task the object falling in the conditioned area of the field showed a significant centration effect. Exp. III was designed to demonstrate that scanning behavior, as related to the perception of objects in the visual field, was a part function of preconditioned attentional behavior. The results indicated that objects in the conditioned area of the field were found faster than objects in an area of the field to which attention (scanning) had not been conditioned. Guesses about the location of non-existing stimuli were more likely to designate the conditioned area of the field. The relevance of these results to studies in perceptual learning was discussed.