Less is more: latent learning is maximized by shorter training sessions in auditory perceptual learning

Molloy, Katharine, Moore, David R, Sohoglu, Ediz and Amitay, Sygal (2012) Less is more: latent learning is maximized by shorter training sessions in auditory perceptual learning. PLoS ONE, 7 (5). e36929. ISSN 1932-6203

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Abstract

Background: The time course and outcome of perceptual learning can be affected by the length and distribution of practice, but the training regimen parameters that govern these effects have received little systematic study in the auditory domain. We asked whether there was a minimum requirement on the number of trials within a training session for learning to occur, whether there was a maximum limit beyond which additional trials became ineffective, and whether multiple training sessions provided benefit over a single session.

Methodology/Principal Findings: We investigated the efficacy of different regimens that varied in the distribution of practice across training sessions and in the overall amount of practice received on a frequency discrimination task. While learning was relatively robust to variations in regimen, the group with the shortest training sessions (~8 min) had significantly faster learning in early stages of training than groups with longer sessions. In later stages, the group with the longest training sessions (>1 hr) showed slower learning than the other groups, suggesting overtraining. Between-session improvements were inversely correlated with performance; they were largest at the start of training and reduced as training progressed. In a second experiment we found no additional longer-term improvement in performance, retention, or transfer of learning for a group that trained over 4 sessions (~4 hr in total) relative to a group that trained for a single session (~1 hr). However, the mechanisms of learning differed; the single-session group continued to improve in the days following cessation of training, whereas the multi-session group showed no further improvement once training had ceased.

Conclusions/Significance: Shorter training sessions were advantageous because they allowed for more latent, between-session and post-training learning to emerge. These findings suggest that efficient regimens should use short training sessions, and optimized spacing between sessions.

Item Type: Article
Schools and Departments: School of Psychology > Psychology
Depositing User: Sanjeedah Choudhury
Date Deposited: 14 Oct 2019 13:20
Last Modified: 14 Oct 2019 13:20
URI: http://sro.sussex.ac.uk/id/eprint/87162

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