The Role of Time in Elementary Associations

Miller, Ralph R.; Barnet, Robert C.

doi:10.1111/1467-8721.ep10772577

Cited by 136 publications

(122 citation statements)

References 17 publications

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“…At least when reminder trials were provided, this integration allowed subjects to compute a novel L→goal 2 vector. As such, these results extend the findings of Matzel et al (1988) for the integration of A→B and B→US temporal vectors to the spatial domain, and suggest that similar mechanisms may govern temporal (e.g., the temporal coding hypothesis, Miller and Barnet 1993;Savastano and Miller 1998) and spatial processes.…”

Section: Discussionsupporting

confidence: 82%

“…Although less well known than its spatial application, the general notion of a cognitive map has also been extended to describing temporal relationships acquired in associative learning procedures (Honig 1981;Miller and Barnet 1993;Savastano and Miller 1998). In this context, it has been suggested that animals can integrate separate "temporal" maps by linking together their shared or common elements.…”

Section: Introductionmentioning

confidence: 99%

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Integration of spatial maps in pigeons

Blaisdell

Cook

2004

Anim Cogn

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The integration of spatial maps in pigeons was investigated using a spatial analog to sensory preconditioning. The pigeons were tested in an open-field arena in which they had to locate hidden food among a 4×4 grid of gravel-filled cups. In phase 1, the pigeons were exposed to a consistent spatial relationship (vector) between landmark L (a red L-shaped block of wood), landmark T (a blue Tshaped block of wood) and the hidden food goal. In phase 2, the pigeons were then exposed to landmark T with a different spatial vector to the hidden food goal. Following phase 2, pigeons were tested with trials on which they were presented with only landmark L to examine the potential integration of the phase 1 and 2 vectors via their shared common elements. When these test trials were preceded by phase 1 and phase 2 reminder trials, pigeons searched for the goal most often at a location consistent with their integration of the L→T phase 1 and T→phase 2 goal vectors. This result indicates that integration of spatial vectors acquired during phases 1 and 2 allowed the pigeons to compute a novel L→goal vector. This suggests that spatial maps may be enlarged by successively integrating additional spatial information through the linkage of common elements.

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Section: Discussionsupporting

confidence: 82%

Section: Introductionmentioning

confidence: 99%

Integration of spatial maps in pigeons

Blaisdell

Cook

2004

Anim Cogn

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“…This is not to say that other accounts based on reward processing are also ruled out. It is possible that the influence of a reinforcement mechanism in the attentional boost effect is restricted to information that is coincident with the target (Miller & Barnet, 1993). On this point, it is unclear whether the reward-based account of task-irrelevant perceptual learning proposed by Seitz and Watanabe (2005) may still apply to the attentional boost effect, as they were not specific about the temporal dynamics of reinforcement in their model.…”

Section: Methodsmentioning

confidence: 99%

The role of timing in the attentional boost effect

Swallow

Jiang

2010

Atten Percept Psychophys

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Images that are presented with targets of an unrelated detection task are better remembered than images that are presented with distractors (the attentional boost effect). The likelihood that any of three mechanisms, attentional cuing, prediction-based reinforcement learning, and perceptual grouping, underlies this effect depends in part on how it is modulated by the relative timing of the target and image. Three experiments demonstrated that targets and images must overlap in time for the enhancement to occur; targets that appear 100 ms before or 100 ms after the image without temporally overlapping with it do not enhance memory of the image. However, targets and images need not be synchronized. A fourth experiment showed that temporal overlap of the image and target is not sufficient, as detecting targets did not enhance the processing of task-irrelevant images. These experiments challenge several simple accounts of the attentional boost effect based on attentional cuing, reinforcement learning, and perceptual grouping.

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“…We thank Christine Kerr and Lee Mattes for assistance in data collection, and Helena Matute for comments on an earlier version of the manuscript. Requests for reprints may be addressed to R. R. Miller, SUNY-Binghamton, Binghamton, NY 13902-6000 (e-mail: rmiller@binghamton.edu).ing interests in the mechanisms of timing in animal memory (e.g., Barnet et aI., 1991;Miller & Barnet, 1993).One manner in which the integration of memory for temporal events can be studied is to assess the effect of manipulating temporal variables in the SOC procedure. Temporal variables can be manipulated in the SOC procedure, for example, by varying the order of associates in either Phase 1 or Phase 2 oftraining.…”

mentioning

confidence: 99%

Temporal integration in second-order conditioning and sensory preconditioning

Barnet

Cole

Miller

1997

Animal Learning & Behavior

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Lick suppression experiments with rats revealed that the magnitude of both second-order conditioning (Experiment I) and sensory preconditioning (Experiment 2) was superior when that conditioning was based on backward (US~CS)relative to forward (CS~US) first-order pairings of a CS and US. The superiority of backward relative to forward first-order conditioning on suppression to the higher order cues can be understood by assuming that the magnitude of higher order conditioning was determined by a memory representation of the higher order cues that provided information about the expected temporal location of the US. The results suggest that temporal information such as order between paired CSs and USs was encoded, preserved, and integrated with memory for the higher order stimuli. The relevance of these fmdings to memory integration in Pavlovian learning, the temporal coding hypothesis (Barnet, Arnold, & Miller, 1991;Matzel, Held, & Miller, 1988), backward excitatory conditioning, and the associative structure that underlies second-order Pavlovian fear conditioning are discussed. 221The second-order conditioning (SOC) procedure seems well suited for the investigation of memory integration. In Phase I of the SOC procedure, a conditioned stimulus (CS) S 1 is paired with an unconditioned stimulus (US; S 1~US). During Phase 2, a novel cue S2 is paired with the preconditioned S 1 (S2~S 1), after which behavioral control by S2 is assessed. One important question has been what associative structure underlies responding to the second-order cue, S2 (e.g., Barnet, Arnold, & Miller, 1991; Rizley & Rescorla, 1972). This question is directly relevant to the issue of memory integration in elementary learning, because the question of associative structure is essentially one ofwhether information (or responses) from one phase of training (e.g., the reinforced phase, Phase 1 of SOC) can be integrated with information from a subsequent and different phase of training (e.g., the nonreinforced phase, Phase 2 ofSOC). We use the SOC and related procedures in the present work to study the integration of temporal information in animal memory. This particular focus of research was encouraged by the observation of some researchers that the study ofmemory integration has been neglected by students of animal behavior (e.g., Medin & Dewey, 1986), in addition to our own developSupport for this research was provided by National Institute of Mental Health Grant 33881. R.C.S. was supported by the Natural Sciences and Engineering Research Council of Canada, and Killam postgraduate scholarships. We thank Christine Kerr and Lee Mattes for assistance in data collection, and Helena Matute for comments on an earlier version of the manuscript. Requests for reprints may be addressed to R. R. Miller, SUNY-Binghamton, Binghamton, NY 13902-6000 (e-mail: rmiller@binghamton.edu).ing interests in the mechanisms of timing in animal memory (e.g., Barnet et aI., 1991;Miller & Barnet, 1993).One manner in which the integration of memory for temporal events can be s...

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The Role of Time in Elementary Associations

Cited by 136 publications

References 17 publications

Integration of spatial maps in pigeons

Integration of spatial maps in pigeons

The role of timing in the attentional boost effect

Temporal integration in second-order conditioning and sensory preconditioning

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