The perception of empty and filled time intervals by rats

Santi, Angelo; Miki, Andrew; Hornyak, Stephanie; Eidse, Joanna

doi:10.1016/j.beproc.2005.07.006

Cited by 21 publications

(15 citation statements)

References 45 publications

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“…However, it is not the first experiment to show that manipulating the physical dimensions of time markers can produce differences in timing performance. Studies have shown that auditory stimuli are consistently estimated as longer than visual stimuli of the same duration (e.g., Goldstone & Lhamon, 1974;Penny, Gibbon, & Meck, 2000); bright lights are estimated as longer in duration than dim lights of the same duration (Kraemer, Brown, & Randall, 1995); and filled intervals (constant tone) are estimated as longer in duration than empty intervals (start and end of intervals demarcated by a brief tone) of the same duration (Santi, Miki, & Hornyak, 2005).…”

Section: Discussionmentioning

confidence: 99%

Timing in response-initiated fixed intervals

Fox¹,

Kyonka

2014

Journal of the Experimental Analysis of Behavior

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Different events can serve as time markers that initiate intervals in schedules of reinforcement. Pigeons were exposed to fixed-interval (FI) schedules in which the onset of the interval was signaled by the illumination of a key light or initiated by a peck to a lighted key. Food was delivered following the first response after the interval elapsed. In Experiment 1, three pigeons were exposed to a multiple schedule. One component was a standard FI schedule: Key light illumination signaled the onset of the interval. The other component was a response-initiated fixed-interval (RIFI) schedule: The first key-peck response determined the onset of the interval. In Experiment 2, three pigeons were exposed to a multiple FI-RIFI schedule of reinforcement and on occasional trials food was not delivered (i.e. "no-food" or "peak trials"). A yoking procedure equated reinforcement rates between the schedule types in both experiments. Absolute response rates early in the intervals were higher in the RIFI schedules of both experiments. Normalized response-rate gradients, ogive fits of normalized response gradients, and breakpoints were not systematically different for the schedule types in Experiment 1, indicating similar patterns of responding between interval onset and food delivery. However, during peak trials in Experiment 2 the duration of responding at a high rate was longer for RIFI schedules than FI schedules. This suggests that timing precision was reduced in the RIFI schedules and that relative "distinctiveness" of a time marker may determine its efficacy.

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Section: Discussionmentioning

confidence: 99%

Timing in response-initiated fixed intervals

Fox¹,

Kyonka

2014

Journal of the Experimental Analysis of Behavior

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“…It could be that a different response-stimulus combination produces a different result. For example, different stimuli have been shown to produce different timing performances: Bright lights are judged to be longer than dim lights (Kraemer, Brown, & Randall, 1995), and filled intervals are judged to be longer than empty intervals (Santi, Miki, & Hornyak, 2005). Therefore, the authors don’t rule out the hypothesis that different results could be observed with different pairings.…”

Section: Discussionmentioning

confidence: 99%

A comparison of responses and stimuli as time markers

Caetano¹,

Church²

2009

Behavioural Processes

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A rat's behavior, as well as a stimulus, may be a time marker. But do they lead to similar performance? Eight rats were trained on a 20-s DRL procedure in which head-entry responses were time markers, i.e., each head-entry response indicated that food would not be delivered for 20 s. Concurrently, eight rats were trained on a control procedure in which light stimuli, yoked to the responses of a rat in the DRL procedure, were time markers, i.e., each light stimulus indicated that food would not be delivered for 20 s. A comparison of performance between the two groups showed a lower response rate in the DRL procedure than in the yoked control procedure. However, similar response patterns between the two groups were observed, suggesting that rats anticipated the food similarly with a stimulus or a response as the time marker.

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“…The temporal bisection task has revealed orderly psychophysical functions, with a proportion of long responses (i.e., t judged as more similar to L than to S) that increases with the probe duration values, both in animals (e.g., Cheng, Etchegaray, & Meck, 2007;Church & Deluty, 1977;Maricq, Roberts, & Church, 1981;Santi, Keough, Gagne, & Van Rooyen, 2007;Santi, Miki, Hornyak, & Eidse, 2006) and in human adults (e.g., Allan, 2002;Allan & Gibbon, 1991;Brown, McCormack, Smith, & Stewart, 2005;Melgire et al, 2005;Penney, Gibbon, & Meck, 2000;Smith, Harper, Gittings, & Abernethy, 2007;Wearden, 1991;Wearden, Todd, & Jones, 2006). However, different experimental conditions have been used to obtain such orderly bisection functions depending on whether the studies involved animals or human adults.…”

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confidence: 99%

Improving time discrimination in children and adults in a temporal bisection task: The effects of feedback and no forced choice on decision and memory processes

Droit‐Volet

Izaute

2009

Quarterly Journal of Experimental Psychology

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In children aged 5 and 8 years old as well as in adults, Experiment 1 tested the effect of feedback on temporal performance using a bisection task. Experiment 2 added a no-forced-choice condition by giving the participants the possibility of responding "I don't know". The results of Experiment 1 showed that providing feedback increased the bisection point value (point of subjective equality) in all age groups and increased sensitivity to time in the youngest children. The results of Experiment 2 showed that the proportion of "I don't know" responses peaked at the probe duration close to the arithmetic mean of the two anchor durations and decreased as the distance from this central value increased in both the adults and the 8-year-olds. In the 5-year-olds, the proportion of "I don't know" responses was lower and remained constant whatever the probe duration values. Unlike in the youngest children, giving the adults and the 8-year-olds the opportunity to respond "I don't know" increased their sensitivity to time. The modelling of our data suggests that providing feedback in a temporal bisection task affects both the memory and the decision processes. However, whereas the feedback-related effect had a similar effect on decision processes across the age groups, it had an opposite effect on memory processes in the 5-year-olds and the older participants, decreasing the variability of the memory representation of the anchor durations in the former while increasing it in the latter. Finally, in bisection, feedback only improved temporal performance when the memory for duration was imprecise as in the case of the children.

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The perception of empty and filled time intervals by rats

Cited by 21 publications

References 45 publications

Timing in response-initiated fixed intervals

Timing in response-initiated fixed intervals

A comparison of responses and stimuli as time markers

Improving time discrimination in children and adults in a temporal bisection task: The effects of feedback and no forced choice on decision and memory processes

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