Delineating the "task-irrelevant" perceptual learning paradigm in the context of temporal pairing, auditory pitch, and the reading disabled

Watanabe, Náñez, and Sasaki (2001) introduced a phenomenon they named “task-irrelevant perceptual learning” in which near-threshold stimuli that are not essential to a given task can be associatively learned when consistently and concurrently paired with the focal task.