# PWR-109 — Perceptual learning: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 26 min reading and worksheet pass Difficulty: Intermediate Equipment: Common household or practice equipment — Forty high-contrast line cards: 20 left and 20 right at the same declared tilt; A second matched set with a different line length for transfer; Answer key hidden during tests; Fixed 50 cm viewing-distance marker, stable lighting and timer; Error/response/strain sheet Space: Room-scale practice space Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G1; Focused research depth Automated method-quality band: Comprehensive Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context Perceptual learning is improvement in judging a declared sensory pattern through practice. It is usually stimulus-specific. This lesson uses high-contrast cards with a line tilted left or right by a fixed angle. The learner keeps viewing distance, lighting and usual correction constant, establishes baseline accuracy without feedback, practises short feedback blocks, tests after a delay and uses a new line length to check narrow transfer. This is not vision therapy, diagnosis or a route to normal vision. Target outcome: The learner completes baseline, feedback practice, delayed test and one new-line-length transfer test while accuracy, errors, response time, viewing conditions and strain are recorded. ### Authority and setup conditions - Use both eyes and the usual glasses/contact lenses unless an eye professional directs otherwise. - Fix comfortable lighting, card size, contrast, tilt and 50 cm distance. - Shuffle left/right order and keep the answer key out of view during baseline and tests. - Do not begin with new vision loss, double vision, eye pain, flashes/floaters, severe headache or dizziness. ### Required or supplied materials - Forty high-contrast line cards: 20 left and 20 right at the same declared tilt - A second matched set with a different line length for transfer - Answer key hidden during tests - Fixed 50 cm viewing-distance marker, stable lighting and timer - Error/response/strain sheet ## 1. Lock the visual fixture Record line angle/length, contrast, card distance, lighting, both-eye use and usual correction. Why: Threshold and error depend on viewing conditions. Success check: All settings are measurable and unchanged. Accessible alternative: A spoken or tactile version of “Record line angle/length, contrast, card distance, lighting, both-eye use and usual correction.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Perceptual learning. To preserve the target, keep the authored visual stimulus and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “All settings are measurable and unchanged.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Learn the response rule For two obvious sample cards, say LEFT when the top leans left and RIGHT when it leans right; do not rotate the card. Why: A clear response mapping prevents label confusion. Success check: Both samples are named correctly; the visible 'Learn the response rule' check is satisfied. Accessible alternative: Complete “For two obvious sample cards, say LEFT when the top leans left and RIGHT when it leans right; do not rotate the card.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “Both samples are named correctly; the visible 'Learn the response rule' check is satisfied.” Provide glare control and scheduled rest while keeping the chosen viewing setup constant. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Measure baseline without feedback Classify 20 shuffled cards one at a time, recording response and time; do not reveal the answer until the block ends. Why: Baseline should not contain learning feedback. Success check: All 20 responses and errors are retained. Accessible alternative: Complete the same research action — “Classify 20 shuffled cards one at a time, recording response and time; do not reveal the answer until the block ends.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “All 20 responses and errors are retained.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Practise in short feedback blocks Complete two 10-card blocks. After each response, check the key, state correct/incorrect and view the correct orientation for one second. Why: Immediate specific feedback links the stimulus to the right response. Success check: Every practice response receives the same feedback. Accessible alternative: Complete “Complete two 10-card blocks. After each response, check the key, state correct/incorrect and view the correct orientation for one second.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “Every practice response receives the same feedback.” Use spoken response recording or a large left/right switch so motor writing does not dominate. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Rest the eyes Look away at a distant comfortable target and rest for two minutes between blocks; stop for strain or visual symptoms. Why: Short rest reduces fatigue as a source of error. Success check: Symptoms return to baseline before continuing. Accessible alternative: A spoken or tactile version of “Look away at a distant comfortable target and rest for two minutes between blocks; stop for strain or visual symptoms.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Perceptual learning. To preserve the target, keep the authored visual stimulus and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “Symptoms return to baseline before continuing.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Run a delayed matched test After at least 10 minutes doing a non-visual or comfortable neutral task, classify 20 matched cards without feedback under the original setup. Why: Delay separates retained change from immediate answer memory. Success check: Conditions and scoring match baseline; the visible 'Run a delayed matched test' check is satisfied. Accessible alternative: A spoken or tactile version of “After at least 10 minutes doing a non-visual or comfortable neutral task, classify 20 matched cards without feedback under the original setup.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Perceptual learning. To preserve the target, keep the authored visual stimulus and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “Conditions and scoring match baseline; the visible 'Run a delayed matched test' check is satisfied.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. Test narrow transfer Use the new line-length set with the same tilt, contrast, distance and response rule. Report it separately. Why: A surface change tests whether learning extends beyond the exact cards. Success check: No other feature changes; the visible 'Test narrow transfer' check is satisfied. Accessible alternative: A spoken or tactile version of “Use the new line-length set with the same tilt, contrast, distance and response rule. Report it separately.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Perceptual learning. To preserve the target, keep the authored visual stimulus and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “No other feature changes; the visible 'Test narrow transfer' check is satisfied.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 8. Interpret narrowly Compare accuracy and median response time, check left/right bias and strain. Call improvement task-specific unless the new set also improves. Why: A threshold change does not mean whole-sense restoration. Success check: The conclusion names trained and untrained conditions separately. Accessible alternative: Complete the same research action — “Compare accuracy and median response time, check left/right bias and strain. Call improvement task-specific unless the new set also improves.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The conclusion names trained and untrained conditions separately.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.