visual learning in multiple-object tracking视觉学习多对象跟踪.pdfVIP

Visual Learning in Multiple-Object Tracking 1 ´ 1,2 1,3 Tal Makovski *, Gustavo A. Vazquez , Yuhong V. Jiang 1 Department of Psychology, University of Minnesota, Minneapolis, Minnesota, United States of America, 2 Department of Psychology, University of Santiago, Santiago, Spain, 3 Center for Cognitive Sciences, University of Minnesota, Minnesota, United States of America Abstract Background: Tracking moving objects in space is important for the maintenance of spatiotemporal continuity in everyday visual tasks. In the laboratory, this ability is tested using the Multiple Object Tracking (MOT) task, where participants track a subset of moving objects with attention over an extended period of time. The ability to track multiple objects with attention is severely limited. Recent research has shown that this ability may improve with extensive practice (e.g., from action videogame playing). However, whether tracking also improves in a short training session with repeated trajectories has rarely been investigated. In this study we examine the role of visual learning in multiple-object tracking and characterize how varieties of attention interact with visual learning. Methodology/Principal Findings: Participants first conducted attentive tracking on trials with repeated motion trajectories for a short session. In a transfer phase we used the same motion trajectories but changed the role of tracking targets and nontargets. We found that compared with novel trials, tracking was enhanced only when the target subset was the same as that used during training. Learning did not transfer when the previously trained targets and nontargets switched roles or mixed up. However, learning was not specific to the trained temporal order as it transferred to trials whe