认知与发展心理学研究室知识库

知觉学习是指个体在某个知觉任务上经过持续一段时间的重复训练，任务表现得到稳定提高的现象。但是知觉学习的效应受到多种因素影响，这些因素的作用导致了过往的研究结果间具有争议，对学习效果的解释不足，也限制了研究成果的应用转化。所以仍需要对知觉学习的影响因素做进一步的探索。本研究聚焦反馈和昼夜节律这两个促使行为变化的重要因素，系统地考察二者对知觉学习过程的影响特性。

研究分为两部分，研究一关注反馈对知觉学习的影响，包括两个实验。实验一在不同形式的外部反馈条件下对不同难度的朝向辨别任务进行训练，以探究外部反馈对知觉学习的影响特性。结果发现在训练中提供外部反馈能够促进学习效果，但不同难度的任务对外部反馈的需求存在差异。对于容易任务而言，仅需要提供简单的正误反馈即可促进学习，而对困难任务的学习，则需要更完整的反馈信息(提供正确答案)才能更好地促进学习。实验二将容易任务和困难任务混合在一起训练，通过容易任务的完成来给困难任务提供内部反馈，从而解析内部反馈对知觉学习的影响效应。实验二发现，当没有外部反馈和仅有简单外部反馈时，加入内部反馈也能够有效促进学习。模型分析的结果表明，虽然内、外部反馈均能促进知觉学习，但其影响机制在学习上存在差异，简单的外部反馈能够加快学习速度，内部反馈和完整的外部反馈能够改善学习的起始表现，这提示内外部反馈在实际的作用机制上存在一定的分离。

研究二关注昼夜节律对知觉学习的影响，包括三个实验。实验三从视觉检测、视觉辨别和颜色感知等三个方面考察了昼夜节律对视觉感知能力的影响;结果显示，昼夜节律能够对视觉感知进行调控，且调控效果在不同的功能间存在差异，视觉检测能力在夜晚更好，而视觉辨别能力在上午更好。本研究未发现颜色感知的昼夜变化。在实验三的基础上，我们选取对比度检测(实验四)和游标辨别(实验五)两个经典视知觉训练任务，进一步考察昼夜节律是否会对知觉学习过程产生影响。多时程学习模型分析表明，虽然昼夜节律影响了不同任务的学习起始值，但是在之后的学习中，学习的速度未随昼夜变化而改变。

综上所述，本研究围绕知觉学习影响因素问题，较为系统地探索了反馈和昼夜节律对视知觉学习的影响并对其背后的机制进行了讨论。研究发现了内、外部反馈对知觉学习的作用机制不同，简单外部反馈能够加快学习速度，内部反馈和完整外部反馈能够提升学习起始表现。昼夜节律能够影响视觉感知能力，上午视觉辨别力更好，晚上视觉检测力更好;在知觉学习任务中，视觉感知能力的昼夜差异会导致学习起始值的差异，但不影响学习速度。这些发现一方面加深了我们对知觉学习效应的理解，也对未来开展知觉训练时如何设置不同的反馈形式以及训练时间点，以优化知觉学习效果具有一定参考价值。

Perceptual learning refers to the phenomenon in which an individual's performance on a perceptual task improves steadily over time with repeated training. However, the effects of perceptual learning are influenced by various factors. The role of these factors has led to controversial research results, insufficient explanations for learning effects, and limited application of research findings. Therefore, further exploration of the factors that influence perceptual learning is still necessary.

This study focuses on feedback and circadian rhythms, two important factors that promote behavioral changes, and systematically examines their impact on the characteristics of perceptual learning processes. The study is divided into two parts. Study 1 focuses on the effect of feedback on perceptual learning, including two experiments. Experiment 1 trained orientation discrimination tasks of different difficulties under different forms of external feedback to explore the influence characteristics of external feedback on perceptual learning. The results showed that providing external feedback during training can enhance learning effects, but the demand for feedback differed between easy and difficult tasks. For easy tasks, simple feedback was sufficient to promote learning, while for difficult tasks, more complete feedback (providing correct answers) was needed to promote learning. Experiment 2 mixed easy tasks and difficult tasks, and provided internal feedback to difficult tasks through the completion of easy tasks, so as to analyze the influence of internal feedback on perceptual learning. According to experiment 2, adding internal feedback could effectively promote learning when there was no external feedback or only simple external feedback. Model analysis indicated that although both internal and external feedback can promote perceptual learning, their mechanisms of influence differ in learning. Simple external feedback can accelerate learning speed, while internal feedback and complete external feedback can improve initial learning performance. This suggests that there is a certain separation in the actual mechanisms of internal and external feedback.

Study 2 followed the impact of circadian rhythms on perceptual learning and consisted of three experiments. Experiment 3 examined the influence of circadian rhythms on visual perception abilities in four aspects: visual detection, visual discrimination, contrast sensitivity, and color perception. The results showed that circadian rhythms could regulate visual perception and the regulatory effects differed in different functions. Visual detection was better at night, while visual discrimination was better in the morning. Based on Experiment 3, we selected two classic visual perceptual training tasks, contrast detection (Experiment 4) and vernier discrimination (Experiment 5), to further investigate whether circadian rhythms would affect the process of perceptual learning. The results of the multi-component model analysis indicated that although circadian rhythms affected the initial learning values of different tasks, the learning speed and magnitude did not change in the subsequent learning process.

Centring around the influencing factors of perceptual learning, this study systematically explored the effects of feedback and circadian rhythm on visual perceptual learning and discussed the underlying mechanisms. The study found that there are differences in the mechanisms of internal and external feedback on perceptual learning, with simple external feedback accelerating learning speed and internal and complete external feedback improving initial learning performance. Circadian rhythms can affect visual perception abilities, with better visual detection at night and better visual discrimination in the morning. In perceptual learning tasks, the circadian differences in visual perception abilities can lead to differences in initial learning values, but do not affect learning speed and magnitude. These findings deepen our understanding of the effects of perceptual learning and provide reference for how to optimize perceptual learning effects by setting different feedback forms and training time points in future perceptual training.