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本實驗室主要運用心理物理學(xué)方法研究人類視覺過程以及相關(guān)的眼科與視光學(xué)臨床應(yīng)用。近年的主要研究興趣在于知覺學(xué)習(xí)的心理物理學(xué)與腦機制，以及字符（漢字）識別的視覺機制和輪廓整合過程。

知覺學(xué)習(xí)：

知覺學(xué)習(xí)指通過訓(xùn)練來提高感覺辨別能力的過程，被認(rèn)為是在系統(tǒng)水平上發(fā)映了大腦的神經(jīng)可塑性。近二十年來有大量的關(guān)于知覺學(xué)習(xí)的心理物理學(xué)，神經(jīng)生理學(xué)，腦成像和計算神經(jīng)科學(xué)的研究成果出現(xiàn)，是認(rèn)知神經(jīng)科學(xué)的一個重要研究領(lǐng)域。

我們的主要研究貢獻(xiàn)在于用創(chuàng)新性實驗范式，挑戰(zhàn)了視知覺學(xué)習(xí)研究關(guān)于視網(wǎng)膜位置特異性與朝向特異性的的基本假設(shè)以及基于這些假設(shè)的各種知覺學(xué)習(xí)理論 (Current Biology, 2008; J Neuroscience, 2010)。知覺學(xué)習(xí)因其位置與朝向特異性類似于視覺初級皮層(V1)的網(wǎng)膜拓?fù)鋵?yīng)特性和朝向選擇性，長期以來被認(rèn)為反映了V1神經(jīng)可塑性。但我們的研究證明知覺學(xué)習(xí)可以在不同網(wǎng)膜位置和朝向間完全遷移，位置與朝向特異性實際上是特定訓(xùn)練方式的結(jié)果，而和知覺學(xué)習(xí)并無關(guān)系。這些發(fā)現(xiàn)還表明知覺學(xué)習(xí)是一個超出視覺皮層的高級認(rèn)知過程?；谶@些重要研究發(fā)現(xiàn)，我們初步提出了一個基于規(guī)則的知覺學(xué)習(xí)理論 (Rule-based perceptual learning theory) 來解釋知覺學(xué)習(xí)及其特異性與遷移的腦機制 (J Neuroscience, 2010)。目前我們進(jìn)行的大量實驗皆在于驗證和發(fā)展這一理論，以及研究這一理論在臨床視覺訓(xùn)練中的意義。

我們還發(fā)現(xiàn)對多個視覺刺激的知覺學(xué)習(xí)依賴于刺激的時間模式編碼, 當(dāng)刺激的時間模式固定時才能獲得好的學(xué)習(xí)效應(yīng),而隨機時間模式無法產(chǎn)生學(xué)習(xí)效果（Nature Neuroscience, 2005）。此外大腦學(xué)習(xí)多個刺激時，需要借助刺激的次序和節(jié)奏信息，或者刺激的概念或語義標(biāo)簽，來幫助大腦識別各感覺刺激（PLoS Biology, 2008）。據(jù)此提出的刺激標(biāo)簽?zāi)Ｐ?(Stimulus tagging model) 認(rèn)為，大腦同時學(xué)習(xí)多個刺激時，需要在一定的時間窗口內(nèi)通過刺激的固有次序和節(jié)奏, 或者在概念或語義水平上，對各刺激進(jìn)行識別，從而幫助大腦將注意指向相應(yīng)的神經(jīng)過程，以在高級決策單元和各感覺刺激輸入之間建立相應(yīng)的功能連接來實現(xiàn)知覺學(xué)習(xí)。

字符（漢字）識別：

我們發(fā)現(xiàn)筆劃數(shù)對漢字識別的大小閾限只有有限的影響，而刺激間的幾何矩差能較好地模擬根據(jù)識別錯誤建立的混淆矩陣。這些結(jié)果證明漢字識別閾限主要受刺 激的總體特征所決定, 而較少受細(xì)節(jié)特征的影響（IOVS, 2007；Journal of Vision, 2009）。我們還對漢字識別在周邊視覺的表現(xiàn)及相關(guān)的視覺擁擠現(xiàn)象做了研究，發(fā)現(xiàn)了周邊視覺漢字識別存在著內(nèi)部擁擠現(xiàn)象，以及top-down因素對視覺擁擠的影響（Vision Research, 2009）。最新的研究則發(fā)現(xiàn)，相當(dāng)成分的視覺信息在視覺擁擠過程的影響下并沒有如當(dāng)前理論所假設(shè)的喪失在識別過程中，而是在視覺記憶或注意過程中出現(xiàn)了錯位。這一發(fā)現(xiàn)為視覺擁擠現(xiàn)象提供了新的認(rèn)識（Journal of Vision, 2012）。

輪廓整合：

我們在對周邊視覺輪廓整合的研究中, 發(fā)現(xiàn)在減少刺激不確定性后, 周邊視覺中的輪廓整合能力與中心視覺相當(dāng) (J Vision, 2006)。我們最近的研究興趣在輪廓整合的時間與空間特征 （VSS09, VSS10)。

英文論著

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Guan, S.-C., Xiong, Y.-Z., & Yu, C. (2024). Double training reveals an interval-invariant subsecond temporal structure in the brain. Journal of Experimental Psychology: Human Perception and Performance, 50(12), 1225–1235.

Zhang, S. H., Tang, S. M., & Yu, C. (2024). Testing Hubel and Wiesel’s “ice-cube” model of functional maps at cellular resolution in macaque V1. Cerebral Cortex, 34(12), bhae471.

Ju, N. S., Guan, S. C., Tang, S. M., & Yu, C. (2022). Macaque V1 responses to 2nd-order contrast-modulated stimuli and the possible subcortical and cortical contributions. Progress in Neurobiology, 102315.

Xiong, Y. Z., Guan, S. C., & Yu, C. (2022). A supramodal and conceptual representation of subsecond time revealed with perceptual learning of temporal interval discrimination. Scientific Reports, 12(1), 1-9.

Guan, S. C., Ju, N. S., Tao, L., Tang, S. M., & Yu, C. (2021) Functional organization of spatial frequency tuning in macaque V1 revealed with two-photon calcium imaging. Progress in Neurobiology, 205, 102120.

Hu, D. Z., Wen, K., Chen, L.H., & Yu, C. (2021) Perceptual learning evidence for supramodal representation of stimulus orientation at a conceptual level, Vision Research, 187, 120-128.

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Xie, X. Y., Zhao, X. N., & Yu, C. (2020). Perceptual learning of motion direction discrimination: Location speci?city and the uncertain roles of dorsal and ventral areas. Vision Researh, 175, 51-57

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Kuai, S. G., Li, W., Yu, C., & Kourtzi, Z. (2017). Contour integration over time: Psychophysical and fMRI evidence, Cerebral Cortex, 27, 3042-3051

Han, Q.M., Cong, L.J., Yu, C., & Liu, L. (2017). Developing a logarithmic Chinese reading acuity chart. Optometry and Vision Science, 94(6):714-724.

Xiong, Y.Z., Zhang, J.Y., & Yu, C. (2016). Bottom-up and top-down influences at untrained conditions determine perceptual learning specificity and transfer. eLife, 5:e14614.

Yin, C., Bi, Y.Q., Yu, C., & Wei, K.L. (2016). Eliminating direction specificity in visuomotor learning. Journal of Neuroscience, 36(13):3839-3847.

Wang, R., Wang, J., Zhang, J.Y., Xie, X.Y., Yang, Y.X., Luo, S.H., Yu, C., & Li, W. (2016). Perceptual learning at a conceptual level. Journal of Neuroscience, 36(7):2238-2246.

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Cong, L.J., Wang, R.J., Yu, C. & Zhang, J.Y. (2016). Perceptual learning of basic visual features remains task specific with Training-Plus-Exposure (TPE) training. Journal of Vision, 16(3):13, 1-9.

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Zhang, G.L., Li, H., Song, Y., & Yu, C. (2015). ERP C1 is top-down modulated by orientation perceptual learning. Journal of Vision, 15(10):8, 1-11.

Xiong, Y.Z., Yu, C., & Zhang, J.Y. (2015). Perceptual learning eases crowding by reducing recognition errors but not position errors. Journal of Vision, 15(11):16, 1-13.

Wang, R., Zhang J.Y., Klein, S. A., Levi, D. M. & Yu, C. (2014). Vernier perceptual learning transfers to completely untrained retinal locations after double training: a piggybacking effect. Journal of Vision, 14(13):12, 1-10.

Zhang, J.Y., Cong, L.J., Klein, S. A., Levi, D. M. & Yu, C. (2014). Perceptual learning improves adult amblyopic vision through rule-based cognitive compensation. Investigative Ophthalmology & Visual Science, 55, 2020-2030.

Wang, R., Cong, L.J., & Yu, C. (2013). The classical TDT perceptual learning is mostly temporal learning. Journal of Vision, 13(5):9, 1-9.

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Liu, X. Y., Zhang, T., Jia, Y. L., Wang, N. L., & Yu, C. (2011). The therapeutic impact of perceptual learning on juvenile amblyopia with or without previous patching treatment. Investigative Ophthalmology & Visual Science, 52, 1531–1538.

Zhang, J.Y., Zhang, G.L., Xiao, L.Q., Klein, S. A., Levi, D. M. & Yu, C. (2010). Rule-based learning explains visual perceptual learning and its specificity and transfer. Journal of Neuroscience, 30, 12323-12328.

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Liu, L., Klein, S.A., Xue, F., Zhang, J.Y., & Yu, C. (2009). Using geometric moments to explain human letter recognition near the acuity limit. Journal of Vision, 9(1):26, 1-18.

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Zhang, J.Y., Kuai, S.G., Xiao, L. Q., Klein, S. A., Levi, D. M. & Yu, C. (2008). Stimulus coding rules for perceptual learning. PLoS Biology, 6, 1651-1660.

Zhang, J.Y., Zhang, T., Xue, F., Liu, L., & Yu, C. (2007). Legibility of Chinese characters and its implications for visual acuity measurement in Chinese reading population. Investigative Ophthalmology & Visual Science, 48, 2383-2390.

Levi, D.M., Yu, C. , Kuai, S.G., & Rislove, E. (2007). Global contour processing in amblyopia. Vision Research, 47, 512-524.

Kuai, S.G. & Yu, C. (2006). Constant contour integration in peripheral vision for stimuli with good Gestalt properties. Journal of Vision, 6, 1412-20.

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Yu, C. , Klein, S.A., & Levi, D.M. (2002). Facilitation of contrast detection by cross-oriented surround stimuli and its psychophysical mechanisms. Journal of Vision, 2, 243-255.

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