Rats' performance on an interval time-place task: increasing sequence complexity

The ecological significance of time sense in animals

Time is a fundamental dimension of all biological events and it is often assumed that animals have the capacity to track the duration of experienced events (known as interval timing). Animals can potentially use temporal information as a cue during foraging, communication, predator avoidance, or navigation. Interval timing has been traditionally investigated in controlled laboratory conditions but its ecological relevance in natural environments remains unclear. While animals may time events in artificial and highly controlled conditions, they may not necessarily use temporal information in natural environments where they have access to other cues that may have more relevance than temporal information. Herein we critically evaluate the ecological contexts where interval timing has been suggested to provide adaptive value for animals. We further discuss attributes of interval timing that are rarely considered in controlled laboratory studies. Finally, we encourage consideration of ecological relevance when designing future interval-timing studies and propose future directions for such experiments.

Effects of variable durations of food availability on interval time-place learning with pigeons Columba Livia

We assessed the effects of variable durations of food availability on an interval time-place learning task. 3 pigeons were exposed to a task in which food could be obtained for responses in one of four feeders according to an RI 25 s during 3 min, after which, food could be obtained on a different feeder according to the same schedule. The correct feeder changed following a fixed sequence that was repeated four times throughout the session. After 50 training sessions, an Open Hopper Test was conducted, after which, the second training condition ensued. This condition was like the first one with the exception that the availability period could be either 1,2,3, or 6 min long. A second test was conducted after 50 sessions of this training. Another group of 3 birds experienced these conditions in the reverse order. Data suggest that birds solved the task via interval timing under the fixed duration condition, and via ordinal timing when faced with variable durations. Birds learned the fixed sequence involved in the task under both conditions. Although the present data agree with previous research exploring variability in TPL tasks, they do not necessarily support previous claims for an asymmetrical role of spatial and temporal information in these tasks.

It is about time: Conceptual and experimental evaluation of the temporal cognitive mechanisms in mental time travel

Mental time travel (MTT) is the ability that allows humans to mentally project themselves backwards in time to remember past events (i.e., episodic memory) or forwards in time to imagine future events (i.e., future thinking). Despite empirical evidence showing that animals might possess MTT abilities, some still claim that this ability is uniquely human. Recent debates have suggested that it is the temporal cognitive mechanism (i.e., ability to represent the sense of past and future) that makes MTT uniquely human. Advances in the field have been constrained by a lack of comparative data, methodological shortcomings that prevent meaningful comparisons, and a lack of clear conceptualizations of the temporal cognitive mechanism. Here I will present a comprehensive review into MTT in humans and animals-with a particular focus on great apes. I will examine three of the most prominent and influential theoretical models of human MTT. Drawing on these accounts, I suggest that a basic way of understanding time might be shared across species, however culture and language will play a critical role at shaping the way we elaborate mental representations about past and future events. This article is categorized under: Cognitive Biology > Evolutionary Roots of Cognition Psychology > Comparative Psychology.

Daily Time-Place Learning in Young Children

Pre-school children find it difficult to correctly report if it is morning or afternoon. The present study tested whether children could learn a non-verbal Time-Place Learning (TPL) task that depended on time of day. Twenty-five 4-year-olds were repeatedly asked to find a toy in one of two boxes. Children in the Cued condition were told the toy was in one box in the morning and in another box in the afternoon. Children in the Not Cued condition were told the toy was sometimes in one box and sometimes in the other box. After 80 trials, children were asked if it was morning or afternoon. About 65% of the children learned the TPL task, and about three-quarters of the children verbally identified if it was morning or afternoon. However, the children who learned the TPL task were not necessarily the children who correctly answered whether it was morning or afternoon, and those in the Cued condition were no more likely to solve the task than those in the Not Cued condition. The implication is that children have a sense of time that can be used to solve spatio-temporal contingencies, but does not depend on the verbal understanding of time of day.

Consistent meal times improve performance on a daily time-place learning task

The ability of an animal to learn the spatiotemporal variability of stimuli is known as time-place learning (TPL). The present study investigated the role of the food-entrainable oscillator (FEO) in TPL. Rats were trained in an operant conditioning chamber which contained two levers that distributed a food reward, such that one lever provided food rewards in morning sessions, while the other lever provided food rewards in afternoon sessions. We expected that having access to the FEO would provide rats with more accurate depictions of time of day, leading to better performance. Rats received either one meal per day (1M group), which permitted FEO access, or many meals per day (MM group), which prevented FEO access. As predicted, 1M rats had a significantly higher percentage of correct first presses than MM rats. Once rats successfully learned the task, probe tests were conducted to determine the timing strategy used. Of the 10 rats that successfully learned the time-place discrimination, six used a circadian timing strategy. Future research should determine whether the advantage in learning seen in the rats having access to the FEO is specific to the daily TPL task used in this study, or to learning and memory tasks more generally.

Aprendizaje de tiempo y lugar: efectos de la duración del período de disponibilidad y de la variabilidad o constancia de la secuencia de locaciones

En el presente estudio, se somete a prueba una propuesta ampliamente aceptada en el área del Aprendizaje de Tiempo y Lugar (TPL): Esto es, que la ocurrencia de este aprendizaje, requiere regularidad en los tres componentes de la tarea: tiempo, lugar y evento. Para ello, se compararon los efectos de distintas duraciones del periodo de disponibilidad de reforzamiento en dos condiciones: secuencia constante y secuencia variable, en una cámara con cuatro comederos, sobre la emergencia de TPL. En la primera condición, el reforzador estaba disponible en un comedero diferente en cada ensayo, pero siempre en la misma secuencia. En la condición variable, la secuencia de comederos en los que se entregaba el reforzador cambió aleatoriamente. Se expusieron cuatro palomas primero a la condición variable y después a la condición constante. Para dos palomas, la disponibilidad de reforzamiento fue de 3 minutos (G3) y para las dos restantes, de 6 minutos (G6). En la condición variable, los sujetos del G6 ajustaron mejor sus respuestas a los parámetros temporo-espaciales de la tarea que los sujetos del G3. En la condición constante, no se apreciaron diferencias entre grupos. Se discuten las implicaciones de estos hallazgos para las consideraciones previas acerca del posible rol asimétrico de parámetros espaciales y temporales de la tarea.

Superior ambiguous occasion setting with visual than temporal feature stimuli

Three experiments with rats compared the relative ease with which different sets of visual or temporal cues could participate in Pavlovian learning. In Experiment 1, 1 group was trained to discriminate between visual cues (Light vs. Dark), whereas the other group learned to discriminate between temporal cues (early [10 s] vs. late [90 s]). Both groups learned to distinguish food-paired from nonpaired periods equally well. In Experiment 2, 2 groups were trained on an ambiguous occasion setting task. For Group Visual, a 2-min Light period signaled that 1 10-s auditory conditioned stimulus, CS1, was reinforced with 1 unconditioned stimulus, US1, but that CS2 was not reinforced; whereas a 2-min dark period signaled that CS1 was not reinforced, but CS2 was reinforced with US2 (i.e., Light: CS1-US1, CS2-; Dark: CS1-, CS2-US2). For Group Temporal, early (10-s) or late (90-s) temporal cues within each of these Light and Dark periods were diagnostic of these contingencies (i.e., Early: CS1-US1, CS2-; Late: CS1-, CS2-US2). Group Visual learned the task, but Group Temporal did not. In Experiment 3 we demonstrated that animals could not solve a related temporal ambiguous occasion setting task in which 1 visual stimulus signaled that both CSs were reinforced early whereas the other visual stimulus signaled that the CSs were reinforced only late. Contrary to a currently popular information theory approach to timing in Pavlovian learning, these results suggest that overt nontemporal visual stimuli are better incorporated into conditional discrimination learning than are temporal stimuli. (PsycINFO Database Record

Effects of variable sequences of food availability on interval time-place learning by pigeons

The effects of within session variability of the sequences of food availability in a 16 period Time Place Learning (TPL) task on the performance of pigeons were assessed. Two groups of birds were exposed to two conditions. For group 1 (N=3), the first condition consisted of a TPL task in which food could be obtained according to a Random Interval (RI) 25s schedule of reinforcement in one of four feeders, the correct feeder changed every 3min. The same sequence was repeated four times within every training session (Fixed Sequence). The second condition was exactly the same as the first one with the exception that the sequence in which the correct feeder changed was randomized, yielding a total of four randomized sequences of food availability each session (Variable Sequence). An Open Hopper Test (OHT) was conducted at the end of each condition. Birds in group 2 (N=3) experienced the same conditions but in the reverse order. Results showed high percent correct responses for both group of birds under both conditions. However, birds were able to time the availability period's duration only under the Fixed Sequence condition, as shown by anticipation, anticipation of depletion and persistence of visiting patterns on the OHT. The implications of these results to Gallistels (1990) tripartite time-place-event memory code model are discussed, pointing out that these results are in line with previous findings about the important role that spatial parameters of a TPL task can play, for accurate timing was precluded when a variable sequence was employed.

Human strategies for solving a time-place learning task: the role of counting and following verbal cues

Two experiments were conducted to assess the emergence of time-place learning in humans. In experiment 1, a computer based software was designed in which participants had to choose to enter one of four rooms in an abandoned house search for a zombie every 3-15s. Zombies could be found in only one of these rooms every trial in 3 min periods during the 12 min sessions. After 4 training sessions, participants were exposed to a probe session in which zombies could be found in any room on every trial. Almost all participants behaved as if they were timing the availability intervals: they anticipated the changes in the location of the zombie and they persisted in their performance patterns during the probe session; however, verbal reports revealed that they were counting the number of trials in each period in order to decide when to switch between rooms. In the second experiment, the task was modified in two ways: counting was made harder by using three different intertrial ranges within each session: 2-6s, 2-11s and 2-16s. Second, labels were displaced during the final session to assess whether participants learned to click on a given place or to follow a set of verbal cues. We found that participants did not notice the label changes suggesting that they learned to click on a given place, and that a win/stay-lose/shift strategy was clearly used to decide when to switch rooms in the second experiment. The implications of verbal behavior when assessing time-place learning with humans and the possible differences in this process between humans and animals are discussed.

Interval time-place learning in young children

While previous research has investigated the ability of animals to learn the spatial and temporal contingencies of biologically significant events (known as time-place learning), this ability has not been studied in humans. Children ranging from 5 to 10 years old were tested on a modified interval time-place learning task using a touchscreen computer. Results demonstrate the children were able to quickly learn both the timing and the sequence of this task. Despite a lack of anticipation on baseline trials, the children continued to follow the spatio-temporal contingencies in probe sessions where these contingencies were removed. Performance on the probe sessions provide strong evidence that the children had learned the spatio-temporal contingencies. Future research is needed to determine what age-related changes in iTPL occur. Furthermore, it is argued that this procedure can be used to extend interval timing in research in children, including, but not limited to, investigation of scalar timing with longer durations than have previously been investigated.

The role of spatial and temporal information in learning interval time-place tasks

In time-place learning (TPL) paradigms animals are thought to form tripartite memory codes consisting of the spatiotemporal characteristics of biologically significant events. In Phase I, rats were trained on a modified TPL task in which either the spatial or temporal component was constant, while the other component varied randomly. If the memory codes are tripartite then when one aspect of the code is random the rats should have difficulty learning the constant aspect of the code. However, rats that were trained with a fixed spatial sequence of food availability and a random duration did in fact learn the task. Rats that were trained with a fixed duration and a random sequence did not learn the task. In Phase II all rats were placed on a TPL task in which food availability was contingent upon both spatial and temporal information. According to the tripartite theory, prior knowledge of either aspect of the code should have little effect on the acquisition of the task. The rats that received fixed spatial training learned the task relatively more quickly. The use of bipartite, rather than tripartite codes, is better able to explain the results of the current study.