Stimulus variability and task relevance modulate binding-learning.

Abstract

Classical theories of attention posit that integration of features into object representation (or feature binding) requires engagement of focused attention. Studies challenging this idea have demonstrated that feature binding can happen outside of the focus of attention for familiar objects, as well as for arbitrary color-orientation conjunctions. Detection performance for arbitrary feature conjunction improves with training, suggesting a potential role of perceptual learning mechanisms in the integration of features, a process called "binding-learning". In the present study, we investigate whether stimulus variability and task relevance, two critical determinants of visual perceptual learning, also modulate binding-learning. Transfer of learning in a visual search task to a pre-exposed color-orientation conjunction was assessed under conditions of varying stimulus variability and task relevance. We found transfer of learning for the pre-exposed feature conjunctions that were trained with high variability (Experiment1). Transfer of learning was not observed when the conjunction was rendered task-irrelevant during training due to pop-out targets (Experiment2). Our findings show that feature binding is determined by principles of perceptual learning, and they support the idea that functions traditionally attributed to goal-driven attention can be grounded in the learning of the statistical structure of the environment.