Task difficulty and expertise mediate the effects of roving on perceptual performance

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buir.advisorBoyacı, Hüseyin
dc.contributor.authorCeylan, Gizay
dc.date.accessioned2019-02-14T09:27:18Z
dc.date.available2019-02-14T09:27:18Z
dc.date.copyright2019-01
dc.date.issued2019-01
dc.date.submitted2019-02-13
dc.departmentGraduate Program in Neuroscienceen_US
dc.descriptionCataloged from PDF version of article.en_US
dc.descriptionThesis (M.S.): Bilkent University, Department of Neuroscience, İhsan Doğramacı Bilkent University, 2019.en_US
dc.descriptionIncludes bibliographical references (leaves 53-60).en_US
dc.description.abstractExperience-dependent improvement of perception, known as perceptual learning, is possible in the absence of feedback, but feedback enables faster progress as demonstrated by both unsupervised and supervised learning mechanisms. Perceptual learning models have shown that mixing these two learning mechanisms may potentially cause synaptic drift and disruption of learning. Models predict this disruption in simultaneously learning two tasks with differing difficulty levels, but not for tasks of equal difficulty. The roving, randomly intermingling of two different tasks, has thus sometimes been found to disrupt learning, but not always. Interestingly, the deleterious effect of roving may occur not only during learning but also even after a task has been learned. In this study, we examine roving's effects based on task difficulty as a function of expertise level. Subjects were trained with a vertical line bisection task, where they were asked to decide if the central line was offset to the left or right outer lines. Following training, the trained stimulus was roved with a narrower untrained bisection stimulus; half of the subjects were exposed to the roved stimuli, which were equated for difficulty using an adaptive staircase method, while other half were exposed to stimuli made to differ in difficulty levels using different staircase procedures for each. We demonstrated that performances improved with training. Moreover, roving deteriorated performance for the trained task under mixed difficulty conditions but not under matched difficulty conditions. Training participants over multiple days further revealed that roving's deleterious effects decreased with increasing expertise levels.en_US
dc.description.degreeM.S.en_US
dc.description.provenanceSubmitted by Betül Özen (ozen@bilkent.edu.tr) on 2019-02-14T09:27:18Z No. of bitstreams: 1 GizayCeylan_MasterThesis.pdf: 2091564 bytes, checksum: 9ea44fbc6db20e28c5ffa3dc2ff239b5 (MD5)en
dc.description.provenanceMade available in DSpace on 2019-02-14T09:27:18Z (GMT). No. of bitstreams: 1 GizayCeylan_MasterThesis.pdf: 2091564 bytes, checksum: 9ea44fbc6db20e28c5ffa3dc2ff239b5 (MD5) Previous issue date: 2019-02en
dc.description.statementofresponsibilityby Gizay Ceylan.en_US
dc.format.extentxii, 70 leaves : illustrations ; 30 cm.en_US
dc.identifier.itemidB159671
dc.identifier.urihttp://hdl.handle.net/11693/49513
dc.language.isoEnglishen_US
dc.publisherBilkent Universityen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectPerceptual learningen_US
dc.subjectRovingen_US
dc.subjectTask difficultyen_US
dc.subjectExpertiseen_US
dc.titleTask difficulty and expertise mediate the effects of roving on perceptual performanceen_US
dc.title.alternativeRovingin algısal performans üzerindeki etkilerine görev zorluğu ve uzmanlık dahil oluren_US
dc.typeThesisen_US

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