Is Task-Irrelevant Learning Really Task-Irrelevant?

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dc.contributor.author Seitz, Aaron R. en_US
dc.contributor.author Watanabe, Takeo en_US
dc.date.accessioned 2012-01-11T17:18:53Z
dc.date.available 2012-01-11T17:18:53Z
dc.date.issued 2008-11-24 en_US
dc.identifier.citation Seitz, Aaron R., Takeo Watanabe. "Is Task-Irrelevant Learning Really Task-Irrelevant?" PLoS ONE 3(11): e3792. (2008) en_US
dc.identifier.issn 1932-6203 en_US
dc.identifier.uri http://hdl.handle.net/2144/3163
dc.description.abstract In the present study we address the question of whether the learning of task-irrelevant stimuli found in the paradigm of task-irrelevant learning (TIPL) [1]-[9] is truly task irrelevant. To test the hypothesis that associations that are beneficial to task-performance may develop between the task-relevant and task-irrelevant stimuli, or the task-responses and the task-irrelevant stimuli, we designed a new procedure in which correlations between the presentation of task-irrelevant motion stimuli and the identity of task-targets or task-responses were manipulated. We found no evidence for associations developing between the learned (task-irrelevant) motion stimuli and the targets or responses to the letter identification task used during training. Furthermore, the conditions that had the greatest correlations between stimulus and response showed the least amount of TIPL. On the other hand, TIPL was found in conditions of greatest response uncertainty and with the greatest processing requirements for the task-relevant stimuli. This is in line with our previously published model that suggests that task-irrelevant stimuli benefit from the spill-over of learning signals that are released due to processing of task-relevant stimuli. en_US
dc.description.sponsorship National Institute of Health (R01 EY015980, R21 EY017737); National Science Foundation (BCS-0345746, BCS-0549036, BCS-PR04-137); Human Frontier Science Program Organization (RGP18/2004) en_US
dc.language.iso en en_US
dc.publisher Public Library of Science en_US
dc.title Is Task-Irrelevant Learning Really Task-Irrelevant? en_US
dc.type article en_US
dc.identifier.doi 10.1371/journal.pone.0003792 en_US
dc.identifier.pubmedid 19030107 en_US
dc.identifier.pmcid 2583048 en_US

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