Lev, M, Gilaie-Dotan, S, Gotthilf-Nezri, D, Yehezkel, O, Brooks, JL, Perry, A, Bentin, S, Bonneh, Y and Polat, U (2014) Training-induced recovery of low-level vision followed by mid-level perceptual improvements in developmental object and face agnosia. Developmental Science, 18 (1). 50 - 64. ISSN 1467-7687

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Long-term deprivation of normal visual inputs can cause perceptual impairments at various levels of visual function, from basic visual acuity deficits, through mid-level deficits such as contour integration and motion coherence, to high-level face and object agnosia. Yet it is unclear whether training during adulthood, at a post-developmental stage of the adult visual system, can overcome such developmental impairments. Here, we visually trained LG, a developmental object and face agnosic individual. Prior to training, at the age of 20, LG's basic and mid-level visual functions such as visual acuity, crowding effects, and contour integration were underdeveloped relative to normal adult vision, corresponding to or poorer than those of 5–6 year olds (Gilaie-Dotan, Perry, Bonneh, Malach & Bentin, 2009). Intensive visual training, based on lateral interactions, was applied for a period of 9 months. LG's directly trained but also untrained visual functions such as visual acuity, crowding, binocular stereopsis and also mid-level contour integration improved significantly and reached near-age-level performance, with long-term (over 4 years) persistence. Moreover, mid-level functions that were tested post-training were found to be normal in LG. Some possible subtle improvement was observed in LG's higher-order visual functions such as object recognition and part integration, while LG's face perception skills have not improved thus far. These results suggest that corrective training at a post-developmental stage, even in the adult visual system, can prove effective, and its enduring effects are the basis for a revival of a developmental cascade that can lead to reduced perceptual impairments.

Item Type: Article
Additional Information: This is the final published version of the article (version of record). It first appeared online via Wiley at http://doi.org/10.1111/desc.12178 - please refer to any applicable terms of use of the publisher.
Uncontrolled Keywords: cognitive neuroscience, developmental and educational psychology
Subjects: B Philosophy. Psychology. Religion > BF Psychology > BF712 Developmental psychology
Divisions: Faculty of Natural Sciences > School of Psychology
Depositing User: Symplectic
Date Deposited: 30 Oct 2017 10:21
Last Modified: 30 Oct 2017 10:22
URI: https://eprints.keele.ac.uk/id/eprint/4139

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