Exploring the relationship between perceptual learning and top-down attentional control

Abstract

AbstractHere, we review the role of top-down attention in both the acquisition and the expression of perceptual learning, as well as the role of learning in more efficiently guiding attentional modulations. Although attention often mediates learning at the outset of training, many of the characteristic behavioral and neural changes associated with learning can be observed even when stimuli are task irrelevant and ignored. However, depending on task demands, attention can override the effects of perceptual learning, suggesting that even if top-down factors are not strictly necessary to observe learning, they play a critical role in determining how learning-related changes in behavior and neural activity are ultimately expressed. In turn, training may also act to optimize the effectiveness of top-down attentional control by improving the efficiency of sensory gain modulations, regulating intrinsic noise, and altering the read-out of sensory information