ABSTRACT
In many inspection tasks such as examining medical images, acquisition of skill can be explained either by ‘low-level’ sensory learning, or by higher level conceptual learning, or by both. We report three studies requiring the detection of low contrast features, that investigated the extent to which perceptual learning in inspection tasks can be accounted for in terms of low-level processes alone. Experiment one examined transfer of learning across contrast level, experiment two investigated the importance of attention for learning, and experiment three studied transfer across direction of contrast. The findings support the idea that both low-level perceptual and higher level conceptual skills are significant components underlying detection of low contrast features in inspection tasks.
