Effects of shock on perceptual learning in a virtual reality environment

This study investigates two aspects of visual processing and perceptual learning: the impact of training on the human visual systems ability to integrate information across the visual field and the influence of aversive electrodermal stimulation on perceptual performance in an orientation averaging task. Through a ten-day training regimen that manipulated the set-size of Gabor element arrays, we observe consistent degradation in orientation averaging performance with increasing set-size, with training leading to overall improvements in accuracy and response times, but only a marginal interaction with set-size (for response times). This suggests that training-related enhancements likely operate at a post-integration and/or decisional stage of processing rather than at an early encoding stage. The second inquiry explores the effects of aversive stimuli on perceptual learning-based orientation averaging performance, with participants exposed to no shock, performance-contingent shock or random shock conditions. Our results show that while performance improved across training there was no discernible effect of the shock condition on task accuracy or response times and no evidence of an interaction with set size. State anxiety levels, measured by the State-Trait Anxiety Inventory, indicated that whilst anxiety was elevated in both shock conditions, this was not associated with variations on orientation averaging performance. We also find that visual performance feedback, represented by a health bar, significantly influenced accuracy, but not response times, regardless of the presence or absence of shock. This unexpected impact of visual feedback suggests potential roles for attention and motivation in perceptual performance. Public significance statementThis study enhances our understanding of how training and stress influence visual processing and perceptual learning, revealing critical insights into the mechanisms that govern how we integrate visual information. By exploring the effects of acute stress and visual feedback, our findings suggest potential applications for improving learning outcomes in various contexts, from virtual to real-world environments.