Journal of Cognitive Enhancement - Advances in Perceptual Learning

Deadline: January 15th, 2023

Studies of perceptual learning provide an opportunity to examine a host of fundamental basic-science questions related to, for instance, how humans and other animals acquire and/or enhance skills and what neuroplastic changes subserve those improvements in behavior. These in turn speak to a host of possible translational questions focused on both identifying existing activities that could potentially serve as interventions (e.g., video games) or purposefully developing and designing interventions to improve human perceptual function. 

Yet, despite the richness of the existing literature, there remain substantial open questions throughout the field, including those focused on the relationship between the specifics of behavioral training interventions and the behavioral outcomes (e.g., how the  type of stimuli that are employed, the duration of training, the extent to which training is distributed through time, particular moderating and mediating factors that impact whether learning is facilitated or impeded, whether learning generalizes beyond the training set, etc.) as well the neural substrates that underlie these processes.  

In this special issue, we seek articles spanning the broad field of perceptual learning, ranging from basic experimental findings, computational models, and translational applications of perceptual learning, to review papers that present conceptual advances in the field, summarize recent developments and discuss the future of perceptual learning research. We are interested in submissions that address aspects of perceptual learning in all sensory modalities, research methods, and model systems.

Editorial Team:

Editor-in-Chief, C. Shawn Green, University of Wisconsin-Madison

Associate Editor, Aaron Seitz, University of California-Riverside 

Special Issue Editors: 

Nitzan Censor, Tel Aviv University

Krystel Huxlin, University of Rochester 

Elizabeth M. Quinlan, University of Maryland

Caspar Schwiedrzik, European Neuroscience Institute Göttingen

Kristina M. Visscher, University of Alabama-Birmingham

Beverly Wright, Northwestern University