Perceptual learning in parafoveal vision

Abstract

The present study tests the effects of practice on parafoveal vernier and resolution acuity. By measuring task specificity, transfer of training to other retinal locations in the trained eye and transfer of training to the untrained eye, we directly address whether improvement on these tasks is the result of changes in the underlying physiological processes or simply the development of new cognitive strategies. We found that: (1) significant learning can occur for both vernier and resolution acuity in many (but not all) individuals; (2) there were significant individual differences in the degree and time-course of learning: (3) learning transfers to the untrained task; and (4) learning transfers to the other eye particularly when the visual pathway leads to the trained hemisphere. These results suggest that both physiological and cognitive processes contribute to the improvement seen after repetitive practice on these visual tasks.