Tasks determine what is learned in visual statistical learning

• Published in: Psychonomic bulletin & review 2018-10, Vol.25 (5), p.1847-1854
• Main Authors: Vickery, Timothy J., Park, Su Hyoun, Gupta, Jayesh, Berryhill, Marian E.
• Format: Article
• Language: English
• Subjects: Attention - physiology; Behavioral Science and Psychology; Brief Report; Cognitive Psychology; Experiments; Humans; Judgment; Learning - physiology; Neurosciences; Pattern Recognition, Visual - physiology; Psychology; Spatial Learning - physiology
• ISSN: 1069-9384; 1531-5320
• DOI: 10.3758/s13423-017-1405-6

Visual statistical learning (VSL), the unsupervised learning of statistical contingencies across time and space, may play a key role in efficient and predictive encoding of the perceptual world. How VSL capabilities vary as a function of ongoing task demands is still poorly understood. VSL is modulated by selective attention and faces interference from some secondary tasks, but there is little evidence that the types of contingencies learned in VSL are sensitive to task demands. We found a powerful effect of task on what is learned in VSL. Participants first completed a visual familiarization task requiring judgments of face gender (female/male) or scene location (interior/exterior). Statistical regularities were embedded between stimulus pairs. During a surprise recognition phase, participants showed less recognition for pairs that had required a change in response key (e.g., female followed by male) or task (e.g., female followed by indoor) during familiarization. When familiarization required detection of “flicker” or “jiggle” events unrelated to image content, there was weaker, but uniform, VSL across pair types. These results suggest that simple task manipulations play a strong role in modulating the distribution of learning over different pair combinations. Such variations may arise from task and response conflict or because the manner in which images are processed is altered.