Influence Of Stimulus Complexity Research Articles

The Influence of Stimulus Complexity on the Effectiveness of Visual Associative Learning

Visually guided equivalence learning is a special type of associative learning, which can be evaluated using the Rutgers Acquired Equivalence Test (RAET) among other tests. RAET applies complex stimuli (faces and colored fish) between which the test subjects build associations. The complexity of these stimuli offers the test subject several clues that might ease association learning. To reduce the number of such clues, we developed an equivalence learning test (Polygon), which is structured as RAET but uses simple grayscale geometric shapes instead of faces and colored fish. In this study, we compared the psychophysical performances of the same healthy volunteers in both RAET and Polygon test. Equivalence learning, which is a basal ganglia-associated form of learning, appears to be strongly influenced by the complexity of the visual stimuli. The simple geometric shapes were associated with poor performance as compared to faces and fish. However, the difference in stimulus complexity did not affect performance in the retrieval and transfer parts of the test phase, which are assumed to be mediated by the hippocampi.

Cognitive fatigability in multiple sclerosis: How does performance decline over time on the Paced Auditory Serial Addition Test?

BackgroundCognitive fatigability (CF) can be defined as an inability to maintain an optimal level of performance throughout a sustained cognitive task. It remains unclear, however, whether there is a specific moment during a cognitive task, such as the Paced Auditory Serial Addition Test (PASAT), when performance begins to break down. Thus, the present study aimed to evaluate how performance declines over time on the PASAT in people with multiple sclerosis (PwMS) compared to healthy controls. Methods178 PwMS and 186 control participants were administered the 3” and 2” PASAT as part of a larger battery of neuropsychological tests. To examine how CF differed between the groups, repeated measures ANOVAs were used to evaluate the cumulative error rates made by each group throughout the task. In addition, how the error rate developed across the task on each trial was examined to evaluate in more detail the difference between groups with respect to how performance declined from the beginning to the end of the task. Lastly, exploratory two-way independent sample ANOVAs examined whether there was an influence of stimulus complexity (single vs. double-digit answers) on task performance. ResultsCompared to healthy controls, PwMS produced a greater number of errors overall on the PASAT and demonstrated more vulnerability to CF than healthy controls, as reflected by a greater number of errors made towards the end of the task. This difference was more noticeable on the 3” PASAT, given the difficulty both groups experienced on the 2” form. On the 3” PASAT, by Trial 37, PwMS had made significantly more cumulative errors than controls, however the rate of error generation was largely consistent and linear from the beginning to the end. Some of the group differences observed may be partially attributable to stimulus complexity influencing task performance. ConclusionsThe 3” PASAT is more sensitive to group differences in CF and error generation than the 2” PASAT. With respect to CF, the greater vulnerability observed in the MS group is not due to a breakdown in performance or an increase in the rate of error generation at any specific point during the task; rather there is a linear decline in performance from the start. These results suggest that PwMS struggle to maintain optimal performance during sustained cognitive effort from the very beginning and demonstrate a steeper, but steady, rate of decline over time.

Influence of stimulus complexity on the specificity of visual perceptual learning

Although the structure and function of the human visual system are determined in large part during early development, there is ample evidence for adult plasticity as well. Such plasticity has important consequences for restoring vision after cortical damage and for improving function in healthy people. Although these applications have shown promising results, they are often limited by pathological specificity: improvements obtained through perceptual training fail to generalize beyond the trained stimulus feature or location. Efforts to reduce specificity have focused on the design of training tasks, but less is known about the effects of stimulus structure on the specificity of perceptual learning. Here, we leverage physiological findings from the dorsal visual pathway of the primate brain to explore the hypothesis that learning specificity is related to the complexity of the training stimulus. Specifically, because neurons in higher-level structures of the dorsal visual pathway exhibit little stimulus specificity, we reasoned that training with more complex stimuli would reduce the specificity of learning. We trained human observers on stimuli of varying complexity, ranging from simple sinewave gratings to complex optic flow fields. Our results show that training with more complex stimuli reduces specificity for spatial position and stimulus features. Such changes are associated with increased spatial integration. These findings were captured by a computational “reweighting” model that decoded the outputs of simulated neurons in areas middle temporal (MT) and medial superior temporal (MST) of the primate visual cortex. Our results suggest that the addition of more complex stimuli into perceptual learning paradigms provides a simple and effective way to minimize specificity in learning.

The influence of stimulus complexity, novelty, and affective value on children's visual fixations

In two experiments, motion pictures were taken of an S's eye while he viewed pairs of stimuli. Each pair represented two points along the continuum of either stimulus complexity, novelty, or affective value. The fixations of children were dominated by more complex or novel figures when those figures were compared with less complex or banal figures. In addition, Exp. II demonstrated the feasibility of developing stimuli to represent four points on a continuum of novelty and suggested an increasing monotonic relationship between the novelty of a stimulus and its potential for dominating fixations. In contrast to studies with college students, it was found in both experiments that stimuli with negative affective value dominated both neutral and positive stimuli.