Subjective Intensity for Intermittent Short-Duration Odor: Cognitive and Learning Effects

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  • KOBAYASHI Takefumi
    Department of Human Studies, Bunkyo Gakuin University Neuroscience Research Institute, National Institute of Advanced Industrial Science and Technology
  • KOBAYAKAWA Tatsu
    Neuroscience Research Institute, National Institute of Advanced Industrial Science and Technology
  • AKIYAMA Sachiyo
    Neuroscience Research Institute, National Institute of Advanced Industrial Science and Technology Sport Training Center, Nippon Sport Science University
  • TODA Hideki
    Neuroscience Research Institute, National Institute of Advanced Industrial Science and Technology Institute of Engineering, University of Tsukuba
  • SAITO Sachiko
    Neuroscience Research Institute, National Institute of Advanced Industrial Science and Technology

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Other Title
  • 断続提示されるにおい刺激に対する感覚強度変化：認知的要因と学習効果
  • ダンゾク テイジ サレル ニオイ シゲキ ニ タイスル カンカク キョウド ヘンカ ニンチテキ ヨウイン ト ガクシュウ コウカ

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The purpose of the present study was to investigate the cognitive and learning effects on odor perception during intermittent, short-duration odor presentation. Odor was presented using an olfactometer, as developed by Kobal and colleagues. Anethole, an odor unfamiliar to most Japanese people, was presented 60 times per session, and the duration of each stimulus was 200 ms with 14800 ms separating stimuli. The time between sessions was 1 hr. In each session, participants were given a positive or negative description of the odor, and asked to continuously evaluate the odor intensity using a sliding lever connected to a data recorder. All participants were subjected to sessions of both positive and negative descriptions, but the order of the two sessions was randomly assigned. The study found no statistical difference between the positive and negative conditions in regards to the values of perceived odor intensity. There was a significant difference, on the other hand, between the intensity values in the first and second sessions, suggesting that the participants became habituated to (learned) the odor. The study indicates that the effect of learning surpassed the descriptive (cognitive) effect in an intermittent short-duration paradigm. A between-subject study design is required in order to further examine the cognitive effects.

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