Several recent studies have shown that deficits of visual temporal processing are associated with poor mathematical skills in school-aged children. ![]() To explain the interindividual differences in our findings, one could postulate either that the learning occurs for different subjects at different levels of analysis, or that the learning occurs at the same level but different subjects give different weight to different features of the scene. Finally, changing the hemifield to which stimuli were presented enabled bias reversal in over 50% of subjects, suggesting that the learning mechanisms utilise stimulus location cues to some extent. Secondly, for the majority of subjects, changing the surface features of the cylinders had no effect on the resistance of a trained binocular bias to reversal, indicating little selectivity for surface features in the learning mechanisms. ![]() First, we found that a monocularly trained bias was equally resistant to reversal in the trained eye and the untrained eye, suggesting that the site of learning is at, or follows, the site of binocular combination. We investigated the substrates of perceptual learning for bistable structure-from-motion stimuli by first inducing a directional bias, then examining whether changing single stimulus parameters affected the efficacy of counter-training to reverse this initial bias. Visually ambiguous stimuli are often used to study perceptual learning, but little is known of the neural mechanisms involved.
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