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Roles of attention in perceptual learning from perspectives of psychophysics and animal learning. Abstract. The role of attention in perceptual learning has been a topic of controversy. Sensory psychophysicists/physiologists and animal learning psychologists have conducted numerous studies to examine this role; but because these two types of researchers use two very different lines of approach, their findings have never been effectively integrated. In the present article, we review studies from both lines and use exposure- based learning experiments to discuss the role of attention in perceptual learning. In addition, we propose a model in which exposure- based learning occurs only when a task- irrelevant feature is weak. We hope that this article will provide new insight into the role of attention in perceptual learning to the benefit of both sensory psychophysicists/physiologists and animal learning psychologists.
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In 1. 96. 3, Eleanor Gibson defined perceptual learning as follows: “Any relatively permanent and consistent change in the perception of a stimulus array following practice or experience with this array will be considered perceptual learning” (p. Nowadays, the definition of perceptual learning is broader and is generally referred to as improvement on a perceptual or sensory task by practice or experience, which includes cases accompanied by no perceptual changes (Fahle, Edelman, & Poggio, 1.
Watanabe, N. First, perceptual learning is often very specific for lower level attributes of the stimulus. It is well known that visual perceptual learning is highly specific to stimulus features, such as retinal location (Ahissar & Hochstein, 1. Crist, Kapadia, Westheimer, & Gilbert, 1. Fahle & Edelman, 1.
Fiorentini & Berardi, 1. Karni & Sagi, 1. Mc. Kee & Westheimer, 1. Poggio et al., 1. Saarinen & Levi, 1.
Sagi & Tanne, 1. Shiu & Pashler, 1. Fiorentini & Berardi, 1. Sowden, Rose, & Davies, 2. Fiorentini & Berardi, 1.
Poggio et al., 1. Schoups et al., 1. Shiu & Pashler, 1. Psychophysical studies of visual perceptual learning have shown that there are cases in which performance on detection or discrimination tasks is improved only with respect to features of trained visual stimuli, such as orientation, motion direction, and location. Perceptual learning also tends to be specific to the trained eye. For example, monocular training of a vernier discrimination task improved task performance to a significantly larger degree for the trained eye than for the untrained eye (Fahle et al., 1. Second, it takes time for perceptual learning to be formed.
In many cases, it takes a few days (thousands of trials per day) to see the slightest increase in performance. Third, perceptual learning is persistent. Once perceptual learning is formed, it lasts for months or years (Karni & Sagi, 1. Watanabe et al., 2. There have been two distinctive lines of research into perceptual learning. One line has been followed by animal learning researchers (e.
Blair & Hall, 2. Blair, Wilkinson, & Hall, 2. Dwyer & Mackintosh, 2. Mackintosh, Kaye, & Bennett, 1.
Mc. Laren, Kaye, & Mackintosh, 1. Mc. Laren & Mackintosh, 2. Mitchell, Nash, & Hall, 2. Symonds, Hall, & Bailey, 2. Animal learning researchers have indicated that to fully understand the behavioral rules of learning, it is necessary to clarify the role of perceptual learning as a component of learning.
Along this line, perceptual learning has been studied in relation to associative learning as a factor that influences behavior. Psychophysicists, however, have measured performance improvement mainly to understand changes in the underlying physiological and functional mechanisms of sensory information processing and have emphasized the link between their findings and physiological sensory plasticity.
These lines appear to be very different, but the differences could be merely superficial. For example, recently, in both lines of research, the role of attention in learning has been a central issue. This may be a manifestation of these lines' approaching common ground despite their employment of very different methods.
Here we take a practical approach, suggesting that researchers from either discipline may find it beneficial to their own research to know more about the other line of research. For example, although sensory psychophysicists who have conducted perceptual learning research usually have focused only on clarifying changes in sensitivity or in a sensory system, they may gain a broader perspective by considering how perceptual learning is related to learning and behavior in general. Similarly, animal learning researchers may find examples where perceptual learning in conditions with apparently subtle differences in sensory factors lead to large differences in physiological and functional mechanisms.
For example, there are different subcategories of attention (see Fan, Mc. Candliss, Sommer, Raz, & Posner, 2.
Treue & Mart. There is still some controversy over whether attention to a feature to be learned is necessary for perceptual learning to occur. A considerable number of studies have tackled the question of exposure- based learning: Can mere exposure to a stimulus feature—without the performing of a task on the feature—induce perceptual learning? But this issue might not be resolved without one's taking into consideration that there are two types of attention: top- down and bottom- up. Both the functional and physiological mechanisms of top- down and bottom- up attention and the effects of the mechanisms on other processing or outcomes are different.
Top- down attention activates cognitive strategies, voluntarily biasing attention toward important features that are related to the subject's task. It has long been reported that top- down attention strongly affects sensory systems (James, 1. For example, activities in the primary visual cortex, the first cortex to which visual signals from the retina are projected, can be strongly influenced by top- down attention (Brefczynski & De. Yoe, 1. 99. 9; Gandhi, Heeger, & Boynton, 1. Motter, 1. 99. 3; Somers, Dale, Seiffert, & Tootell, 1. Watanabe, Harner, et al., 1. Watanabe, Sasaki, et al., 1.
Top- down attention usually enhances the signals and perception of task- relevant stimuli (Moran & Desimone, 1. Friedman- Hill, Robertson, Desimone, & Ungerleider, 2. On the other hand, the direction of bottom- up attention is involuntarily shifted by the presentation of a salient feature (Desimone & Duncan, 1. Treisman & Gelade, 1. Such involuntary attention usually evokes a “pop- out” of the feature to which it is directed. For example, the difficulty of a visual- search task increases with the increased similarity of targets to nontargets (Duncan & Humphreys, 1.
In addition, the presentation of less familiar perceptual information induces a stronger bottom- up attention effect (Yantis, 1. Yantis & Hillstrom, 1. Since both types of attention normally work together (Egeth & Yantis, 1. However, state- of- the- art experimental manipulations do make it possible (Connor, Egeth, & Yantis, 2. Egeth & Yantis, 1. Ogawa & Komatsu, 2. Yantis, 1. 99. 3; Yantis & Hillstrom, 1.
Therefore, the effects of the two types of attention on perceptual learning should be discussed separately. Perceptual learning with top- down attention. It has been shown that top- down attention plays a significant role in perceptual learning. Ahissar and Hochstein (1. Electrophysiological and behavioral studies of hyperacuity (the ability to discriminate highly fine- grained visual signals) have indicated that perceptual learning is influenced by specific task demands (Gilbert, Ito, Kapadia, & Westheimer, 2. Ito, Westheimer, & Gilbert, 1. The rats that were trained to discriminate frequencies showed improved performance for those frequencies and an expanded representation in the primary auditory cortex, whereas no learning was observed for the frequencies that were not trained.
In the visual cortex of monkeys, Schoups et al. It appears that these and other studies (e. Ahissar & Hochstein, 2.
Perceptual learning with bottom- up attention versus mere exposure. Studies by animal learning psychologists and by sensory psychophysicists/physiologists have shown that simple exposure to stimulus features leads to perceptual learning of the features. However, those researchers' respective conclusions regarding the mechanism have been literally opposite one another in terms of the absence and/or presence of “attention.” Whereas animal learning psychologists have suggested that the results are sometimes due to “attention” to the features, sensory psychophysicists/physiologists have regarded the results as evidence for learning without “attention.”In classical animal learning (i.
Gibson and Walk (1. Even though exposure to the stimuli promoted improvement in the discrimination of two distinctive stimuli, Gibson and Walk suggested that the distinctive and contrasting features between two stimuli needed to be noticed, and that the learning process was one of learning to abstract and attend to these features and to ignore other, irrelevant features (see also Gibson, 1. Gibson & Levin, 1. In other animal learning research, Mc.
Laren et al. They suggested that attention to the common features decreased, leading to relative enhancement of that to the unique features (see also Mc. Laren & Mackintosh, 2. In these studies, since exposed features were not relevant to a task, the type of attention that might have been involved should be classified as bottom- up attention. In studies in mice by sensory psychophysicists/physiologists, Frenkel et al. Since the learned features in these studies were not related to a task, the authors suggested that perceptual learning occurred passively, as a result of mere exposure.
Slavery Convention. Text in PDF Format. Signed at Geneva on 2. September 1. 92. 6Entry into force: 9 March 1.
NEW YORK OFFICE; FREQUENTLY ASKED QUESTIONS; CONTACT; CONNECT WITH US; ISSUES. Slavery Convention Signed at Geneva on 25 September.
The Convention was amended by the Protocol done at the Headquarters of the United Nations, New York, on 7 December 1. Convention entered into force on 7 July 1.
Protocol of 7 December 1. III of the Protocol. Whereas the signatories of the General Act of the Brussels Conference of 1. African slaves, Whereas the signatories of the Convention of Saint- Germain- en- Laye of 1.
The Urgency of Not Revising the New York Convention. See the text of the Hypothetical Draft Convention pn)l). THE URGENCY OF NOT REVISING THE NEW YORK.
General Act of Berlin of 1. General Act and Declaration of Brussels of 1. Taking into consideration the report of the Temporary Slavery Commission appointed by the Council of the League of Nations on June 1.
Desiring to complete and extend the work accomplished under the Brussels Act and to find a means of giving practical effect throughout the world to such intentions as were expressed in regard to slave trade and slavery by the signatories of the Convention of Saint- Germain- en- Laye, and recognising that it is necessary to conclude to that end more detailed arrangements than are contained in that Convention, Considering , moreover, that it is necessary to prevent forced labour from developing into conditions analogous to slavery, Have decided to conclude a Convention and have accordingly appointed as their Plenipotentiaries . Article 2. The High Contracting Parties undertake, each in respect of the territories placed under its sovereignty, jurisdiction, protection, suzerainty or tutelage, so far as they have not already taken the necessary steps: ( a ) To prevent and suppress the slave trade; ( b ) To bring about, progressively and as soon as possible, the complete abolition of slavery in all its forms. Article 3. The High Contracting Parties undertake to adopt all appropriate measures with a view to preventing and suppressing the embarkation, disembarkation and transport of slaves in their territorial waters and upon all vessels flying their respective flags. The High Contracting Parties undertake to negotiate as soon as possible a general Convention with regard to the slave trade which will give them rights and impose upon them duties of the same nature as those provided for in the Convention of June 1. International Trade in Arms (Articles 1.
Section II of Annex II), with the necessary adaptations, it being understood that this general Convention will not place the ships (even of small tonnage) of any High Contracting Parties in a position different from that of the other High Contracting Parties. It is also understood that, before or after the coming into force of this general Convention, the High Contracting Parties are entirely free to conclude between themselves, without, however, derogating from the principles laid down in the preceding paragraph, such special agreements as, by reason of their peculiar situation, might appear to be suitable in order to bring about as soon as possible the complete disappearance of the slave trade. Article 4. The High Contracting Parties shall give to one another every assistance with the object of securing the abolition of slavery and the slave trade. Article 5. The High Contracting Parties recognise that recourse to compulsory or forced labour may have grave consequences and undertake, each in respect of the territories placed under its sovereignty, jurisdiction, protection, suzerainty or tutelage, to take all necessary measures to prevent compulsory or forced labour from developing into conditions analogous to slavery. It is agreed that: (1) Subject to the transitional provisions laid down in paragraph (2) below, compulsory or forced labour may only be exacted for public purposes. So long as such forced or compulsory labour exists, this labour shall invariably be of an exceptional character, shall always receive adequate remuneration, and shall not involve the removal of the labourers from their usual place of residence. Article 6. Those of the High Contracting Parties whose laws do not at present make adquate provision for the punishment of infractions of laws and regulations enacted with a view to giving effect to the purposes of the present Convention undertake to adopt the necessary measures in order that severe penalties may be imposed in respect of such infractions.
Article 7. The High Contracting Parties undertake to communicate to each other and to the Secretary- General of the League of Nations any laws and regulations which they may enact with a view to the application of the provisions of the present Convention. Article 8. The High Contracting Parties agree that disputes arising between them relating to the interpretation or application of this Convention shall, if they cannot be settled by direct negotiation, be referred for decision to the Permanent Court of International Justice. In case either or both of the States Parties to such a dispute should not be Parties to the Protocol of December 1. Permanent Court of International Justice, the dispute shall be referred, at the choice of the Parties and in accordance with the constitutional procedure of each State, either to the Permanent Court of International Justice or to a court of arbitration constituted in accordance with the Convention of October 1. Pacific Settlement of International Disputes, or to some other court of arbitration. Article 9. At the time of signature or of ratification or of accession, any High Contracting Party may declare that its acceptance of the present Convention does not bind some or all of the territories placed under its sovereignty, jurisdiction, protection, suzerainty or tutelage in respect of all or any provisions of the Convention; it may subsequently accede separately on behalf of any one of them or in respect of any provision to which any one of them is not a Party.
Article 1. 0In the event of a High Contracting Party wishing to denounce the present Convention, the denunciation shall be notified in writing to the Secretary- General of the League of Nations, who will at once communicate a certified true copy of the notification to all the other High Contracting Parties, informing them of the date on which it was received. The denunciation shall only have effect in regard to the notifying State, and one year after the notification has reached the Secretary- General of the League of Nations.
Denunciation may also be made separately in respect of any territory placed under its sovereignty, jurisdiction, protection, suzerainty or tutelage. Article 1. 1The present Convention, which will bear this day's date and of which the French and English texts are both authentic, will remain open for signature by the States Members of the League of Nations until April 1st, 1. The Secretary- General of the League of Nations will subsequently bring the present Convention to the notice of States which have not signed it, including States which are not Members of the League of Nations, and invite them to accede thereto. A State desiring to accede to the Convention shall notify its intention in writing to the Secretary- General of the League of Nations and transmit to him the instrument of accession, which shall be deposited in the archives of the League. The Secretary- General shall immediately transmit to all the other High Contracting Parties a certified true copy of the notification and of the instrument of accession, informing them of the date on which he received them. Article 1. 2The present Convention will be ratified and the instruments of ratification shall be deposited in the office of the Secretary- General of the League of Nations.
The Secretary- General will inform all the High Contracting Parties of such deposit. The Convention will come into operation for each State on the date of the deposit of its ratification or of its accession. In faith whereof the Plenipotentiaries signed the present Convention. Done at Geneva the twenty- fifth day of September, one thousand nine hundred and twenty- six, in one copy, which will be deposited in the archives of the League of Nations.
A certified copy shall be forwarded to each signatory State.
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Rider on a Wooden Horse. Or F, I love to play in F. Oh, F is great in DADGAD! I am looking at an arrangement of . The main verse is in A. A is a great key in DADGAD.
To be honest, I forget that I. And having those two adjacent scale tones, so that you have the G and the A string next to each other becomes a really useful thing. A lot of people never get out of D major. But it has proven itself to be extremely musical, and very often it allows me to do things .. In DADGAD, doing that in G I can play the riff and I can play the melody at the same time, whereas in standard tuning if you use Andy Summers. DADGAD allows pop tunes to sit very soloistically in a way that standard tuning doesn.
And, of course, the D on top is the major 7, and that. What I did was just put October 2. Typically, I start on something and I keep going until it. And one song on the album I started in standard tuning, worked on it for months, wasn. That kind of thing happens. But I just figured that I was basically gonna have nine months—it takes nine months to make a baby and it takes nine months to make an album. My PCH album was recorded in a day, as was my Different Times album, but typically those kinds of records get made fast because they.
Not to mention having to go into Capital and a decent sized room to record, whereas when I do my solo stuff I do it at home. Not exclusively, but typically.
Books are lovely but they. But in assembling that, going from Sibelius and generating PDF files and loading that into Acrobat and assembling the book from it, I tend to be pretty hands on with this stuff. I typically like to record in Logic, only because it. The thing I like about Logic is I can have all kinds of other stuff going on at the same time and Logic doesn. Pro Tools is a little more precious, so I have a separate computer running Pro Tools.
I much prefer Pro Tools for editing, and I really enjoy editing audio. But Logic is just a little friendlier within my kind of workflow; I can just kind of zoom in and out of it. I have an Apogee Symphony card with a couple of Rosettas, and when I. My solo acoustic stuff I don. Just enough reverb to give it some dimension, although my Guitarist album had no reverb. But I actually prefer a little bit of reverb.
My room is treated so it. I have bass traps, so I can move the mic a little further away without hearing too much of the wrong kind of room. You want to be careful with small cardioid capsules, because if you are too close you get a lot of bass buildup, which can be very exciting, but that.
On stage, I have an Audix mic that we add to the D- TAR. And typically on stage I. It depends on what kind of stage I. What are you using on stage for your outboard gear? Typically what I use is a Highlander, the Pro Acoustic Mix DI (PAMDI). And I use it sparingly. You mentioned to me before that you get one record done and you.
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University - Wikipedia, the free encyclopedia. A university (Latin: universitas, . Universities typically provide undergraduate education and postgraduate education. Like other guilds, they were self- regulating and determined the qualifications of their members. The first documentary evidence of this comes from early in the life of the first university. The University of Bologna adopted an academic charter, the Constitutio Habita.
Today this is claimed as the origin of . The number of universities signing the Magna Charta Universitatum continues to grow, drawing from all parts of the world. Medieval universities. It is possible, however, that the development of cathedral schools into universities was quite rare, with the University of Paris being an exception. In the early medieval period, most new universities were founded from pre- existing schools, usually when these schools were deemed to have become primarily sites of higher education.
Many historians state that universities and cathedral schools were a continuation of the interest in learning promoted by monasteries. Bologna's special claim to Alma Mater Studiorum.
Lay students arrived in the city from many lands entering into a contract to gain this knowledge, organising themselves into 'Nationes', divided between that of the Cismontanes and that of the Ultramontanes. Princes and leaders of city governments perceived the potential benefits of having a scholarly expertise develop with the ability to address difficult problems and achieve desired ends. The emergence of humanism was essential to this understanding of the possible utility of universities as well as the revival of interest in knowledge gained from ancient Greek texts.
Some scholars believe that these works represented one of the most important document discoveries in Western intellectual history. This became the primary mission of lecturers, and the expectation of students. The university culture developed differently in northern Europe than it did in the south, although the northern (primarily Germany, France and Great Britain) and southern universities (primarily Italy) did have many elements in common. Latin was the language of the university, used for all texts, lectures, disputations and examinations. Professors lectured on the books of Aristotle for logic, natural philosophy, and metaphysics; while Hippocrates, Galen, and Avicenna were used for medicine.
Outside of these commonalities, great differences separated north and south, primarily in subject matter. Italian universities focused on law and medicine, while the northern universities focused on the arts and theology. There were distinct differences in the quality of instruction in these areas which were congruent with their focus, so scholars would travel north or south based on their interests and means. There was also a difference in the types of degrees awarded at these universities. English, French and German universities usually awarded bachelor's degrees, with the exception of degrees in theology, for which the doctorate was more common.
Italian universities awarded primarily doctorates. The distinction can be attributed to the intent of the degree holder after graduation . Southern universities tended to be patterned after the student- controlled model begun at the University of Bologna. Green and Hossein Nasr have argued that starting in the 1.
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Islamicmadrasahs became universities. At the end of the Middle Ages, about 4. Europe. In the 1.
This number does not include the numerous universities that disappeared, or institutions that merged with other universities during this time. In Mediterranean countries, the term studium generale was still often used, while . Many wars, and especially the Thirty Years' War, disrupted the university landscape throughout Europe at different times. War, plague, famine, regicide, and changes in religious power and structure often adversely affected the societies that provided support for universities. Internal strife within the universities themselves, such as student brawling and absentee professors, acted to destabilize these institutions as well. Universities were also reluctant to give up older curricula, and the continued reliance on the works of Aristotle defied contemporary advancements in science and the arts. As universities increasingly came under state control, or formed under the auspices of the state, the faculty governance model (begun by the University of Paris) became more and more prominent.
Although the older student- controlled universities still existed, they slowly started to move toward this structural organization. Control of universities still tended to be independent, although university leadership was increasingly appointed by the state. There were universities that had a system of faculties whose teaching addressed a very specific curriculum; this model tended to train specialists. There was a collegiate or tutorial model based on the system at University of Oxford where teaching and organization was decentralized and knowledge was more of a generalist nature.
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There were also universities that combined these models, using the collegiate model but having a centralized organization. Aristotle was prevalent throughout the curriculum, while medicine also depended on Galen and Arabic scholarship.
The importance of humanism for changing this state- of- affairs cannot be underestimated. Humanist professors focused on the ability of students to write and speak with distinction, to translate and interpret classical texts, and to live honorable lives. The critical mindset imparted by humanism was imperative for changes in universities and scholarship. For instance, Andreas Vesalius was educated in a humanist fashion before producing a translation of Galen, whose ideas he verified through his own dissections. In law, Andreas Alciatus infused the Corpus Juris with a humanist perspective, while Jacques Cujas humanist writings were paramount to his reputation as a jurist. Philipp Melanchthon cited the works of Erasmus as a highly influential guide for connecting theology back to original texts, which was important for the reform at Protestant universities.
The task of the humanists was to slowly permeate the university; to increase the humanist presence in professorships and chairs, syllabi and textbooks so that published works would demonstrate the humanistic ideal of science and scholarship. The emergence of classical texts brought new ideas and led to a more creative university climate (as the notable list of scholars above attests to). A focus on knowledge coming from self, from the human, has a direct implication for new forms of scholarship and instruction, and was the foundation for what is commonly known as the humanities. This disposition toward knowledge manifested in not simply the translation and propagation of ancient texts, but also their adaptation and expansion.
For instance, Vesalius was imperative for advocating the use of Galen, but he also invigorated this text with experimentation, disagreements and further research. Although the connection between humanism and the scientific discovery may very well have begun within the confines of the university, the connection has been commonly perceived as having been severed by the changing nature of science during the scientific revolution. Historians such as Richard S.
Westfall have argued that the overt traditionalism of universities inhibited attempts to re- conceptualize nature and knowledge and caused an indelible tension between universities and scientists. In fact, more than 8. European scientists between 1. There was considerable reluctance on the part of universities to relinquish the symmetry and comprehensiveness provided by the Aristotelian system, which was effective as a coherent system for understanding and interpreting the world. However, university professors still utilized some autonomy, at least in the sciences, to choose epistemological foundations and methods. For instance, Melanchthon and his disciples at University of Wittenberg were instrumental for integrating Copernican mathematical constructs into astronomical debate and instruction.
There are many examples which belie the commonly perceived intransigence of universities. Aristotelian epistemology provided a coherent framework not simply for knowledge and knowledge construction, but also for the training of scholars within the higher education setting. The creation of new scientific constructs during the scientific revolution, and the epistemological challenges that were inherent within this creation, initiated the idea of both the autonomy of science and the hierarchy of the disciplines. Instead of entering higher education to become a .
The divergence between those focused on science and those still entrenched in the idea of a general scholar exacerbated the epistemological tensions that were already beginning to emerge. There was also competition from the formation of new colleges funded by private benefactors and designed to provide free education to the public, or established by local governments to provide a knowledge hungry populace with an alternative to traditional universities. Aristotle was no longer a force providing the epistemological and methodological focus for universities and a more mechanistic orientation was emerging. The hierarchical place of theological knowledge had for the most part been displaced and the humanities had become a fixture, and a new openness was beginning to take hold in the construction and dissemination of knowledge that were to become imperative for the formation of the modern state.
Modern universities. The German, or Humboldtian model, was conceived by Wilhelm von Humboldt and based on Friedrich Schleiermacher's liberal ideas pertaining to the importance of freedom, seminars, and laboratories in universities. Universities concentrated on science in the 1.