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Using Contextual-Cueing to Examine Context Learning Within and Across the Sense of Touch and Vision

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Using Contextual-Cueing to Examine Context Learning Within and Across the Sense of Touch and Vision Using contextual-cueing to examine context learning within and across the sense of touch and vision Leonardo Marcio dos Santos Teixeira de Assumpção Munich 2017 Using contextual-cueing to examine context learning within and across the sense of touch and vision Inaugural-Dissertation Zur Erlangung des Doktorgrades der Philosophie an der Ludwig-Maximilians-Universität München vorgelegt von Leonardo Marcio dos Santos Teixeira de Assumpção Aus Uberlândia, Brasilien München, 25. März. 2017 Referent: Prof. Dr. Thomas Geyer Korreferent: Prof. Dr. Hermann J. Müller Tag der mündlichen Prüfung: 19.Juli 2017 2 Acknowledgment First, I would like to thank Prof. Dr. Thomas Geyer, who has been very inspiring with his calm and rational approach to work. It is always motivating how he can always see the diamond in the rough, and you will always end a meeting with a smile in your face, and with an extra drive to continue work. I am grateful to your generosity, and importantly for believing in me. Very special thanks to Prof. Dr. Hermann Müller. If it was not for Prof. Müller none of this would have happened. Thank you for opening the doors to a beautiful world of psychological research, for providing the opportunity for students from Birkbeck College, University of London to visit and collaborate with faculties from Ludwig Maximilian University, Munich. Your generosity and support have been very important for my progress since my Bachelor years. I am grateful to PD. Dr. Zhuanghua Shi (a.k.a Strongway) for the round-the-clock support, for the amazing group dynamics fostered, for the constructive weekly seminars, and for starting the SCRUM meetings. All that, with your kind personality and scientific expertise has been extremely inspiring. Special thanks to Dr. Xuelian Zhang for being such a professional and productive collaborator, as well as a wonderful friend. Thanks to Herr Heinz-Gerd Gilbers for helping with all the endless bureaucratic work and Birgitt Aßfalg for her kindness and always helping with several general queries. I would like to thank all colleagues for the inspiring atmosphere and fun times together, special thanks to all members of the MSense and MEMVIS labs for the insightful experience. I am forever grateful for Tina, whose support, and faith in me led to where I am right now. I would like to thank my family, especially my grandmother Oscarina for a lifelong unconditional support, my brothers Alex and Wanderson for being there when needed. With special mention to Lufthur, for being the best Landlord, whose patience, understanding and student friendly rent, allowed life to be a little more fun in the last student years. Finally last, but by no means least. I thank my partner Livia for being so supportive, especially during the writing of this thesis. Thanks for all your encouragement! 3 4 Table of Contents Acknowledgment ..................................................................................................................................... 3 General Introduction ............................................................................................................................... 7 Chapter I: Statistical learning in vision .................................................................................................. 11 Basic phenomenon ............................................................................................................................ 12 Contextual influence on visual perception ........................................................................................ 13 Contextual-cueing of visual search .................................................................................................... 17 Motivation ..................................................................................................................................... 17 The contextual-cueing paradigm ................................................................................................... 18 Representations of contextual-cueing .......................................................................................... 21 Contextual-cueing and attention .................................................................................................. 22 Implicit vs. Explicit memory of learned context ............................................................................ 23 Spatial reference frames of context learning ................................................................................ 25 Cueing beyond space; object and temporal cueing ...................................................................... 27 Neural correlates of contextual memory ...................................................................................... 28 Chapter II: Tactile memory .................................................................................................................... 33 Short-term tactile memory............................................................................................................ 35 Long-term tactile memory............................................................................................................. 37 Implicit memory ............................................................................................................................ 38 Tactile space representation ......................................................................................................... 40 Neural correlates of tactile memory ............................................................................................. 44 Tactile memory representation ..................................................................................................... 47 Transfer between touch and vision ............................................................................................... 49 Chapter III: Cumulative work ................................................................................................................. 55 Study I: Tactile contextual-cueing ..................................................................................................... 57 Study II: Reference frame of tactile contextual-cueing ..................................................................... 91 Study III: Crossmodal contextual-cueing ......................................................................................... 125 Chapter IV: Deutsche Zusammenfassung ............................................................................................ 160 Studie I ............................................................................................................................................. 164 Studie II ............................................................................................................................................ 166 Studie III ........................................................................................................................................... 168 Literatur ........................................................................................................................................... 170 Appendix .............................................................................................................................................. 172 References ........................................................................................................................................... 183 5 6 General Introduction Undoubtedly, the environment we dwell on is overstimulated with all forms of sensory input. Be it in the constant buzz of the city, or in a scenic setting, our sensory organs certainly will be overloaded. As an illustration, a beam of light bouncing off numerous objects will hit our retinas, our ears will engulf in a jumble of sound waves coming from unknown sources, and colourful aromas will gently invade our noses, while we experience direct contact with the weather as it touches our skin. As crowded as it appears to be, the various components of a scene do not occur in a random fashion. Rather the opposite, objects and events tend to occur in an orderly and structured manner, giving rise to environmental statistical regularities that form ‘contexts’. As an instance, imagine a walk in the main park of the city. However, not only with your mind’s eye; recall that representations of the environment are not exclusively visual, but fundamentally enriched by multisensorial input. Thereupon, imagine walking through the park with your ‘mind’s body’ and all its senses’. Subsequently, walking on the grass feels soft, the blended scents from the mosaic of flowers becomes ever vivid, getting the ‘sprinkly’ sensation felt at the vicinities around the fountain, hearing the joyful waves departing from a nearby playground. All this information works in great harmony, thus building a rich and reliable representation that not only this park, but several parks in the world can have. This type of environmental learning is a topic that has for some time awakened the interest of a large number of researchers that investigate how spatial regularities are processed, stored and retrieved. Consequently, the uncanny ability humans have to acquire regularities from the environment has been extensively investigated by a series of studies and methods that demonstrated it to be an efficient and economic cognitive ability, capable of facilitating future experiences even weeks after the first encounters. Also referred to as statistical 7 learning in general and context learning
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