The effects of viewpoint, motion, and affordance priming on perceptual learning of feelies.

Abstract

Perceptual learning is a process of developing the skill to differentiate previously undifferentiated information. In this study participants learned to identify novel objects (feelies). To test the role of visual exploration, objects were viewed from either a side or a top view and displayed as either static pictures or rotating about a vertical axis, with moving objects facilitating more visual exploration. In Experiment 1, a simple object discrimination task was used. Participants reached perfect accuracy sooner in static conditions than in motion conditions, regardless of viewpoint, suggesting that although movement may have promoted greater exploratory activity, the information provided by movement did not influence object shape discrimination. Experiment 2 investigated if a functionally relevant task would necessitate the use of greater exploratory activity for perceptual learning. Participants were required to either (1) think of potential uses for the feelies, (2) think of a predetermined use, or (3) describe the object's physical appearance. Visual exploration of objects benefited learning most in the condition in which observers generated potential uses for objects themselves. The affordance prime promoted functionally relevant learning. The most efficient pattern of learning was observed when participants generated uses for moving objects viewed from the side. These findings suggest that exploratory activity facilitates perceptual learning of affordances.