Fear gradients as a function of the temporal interval between signal and aversive event in the rat.

Libby, Myrna E.; Church, Russell M.

doi:10.1037/h0076420

Cited by 28 publications

(32 citation statements)

References 7 publications

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“…In summary, although the discrimination ratios revealed only a subtle difference between fixed and random duration CSs, the temporal gradients were clearly different in form. The differences in the form of the gradients are consistent with those reported by Libby and Church (1975).…”

Section: Fixed 6ersus Random Cs Durationsupporting

confidence: 90%

“…This may be done by comparing the effects of a fixed and a variable duration CS. With a variable duration CS (in a delay conditioning paradigm), conditioning should occur to a similar degree as with a fixed duration CS (Kamin, 1960;Libby and Church, 1975). However, because a variable duration CS does not predict the time of occurrence of the US, timing should not occur during the CS (Libby and Church, 1975).…”

Section: Introductionmentioning

confidence: 99%

“…With a variable duration CS (in a delay conditioning paradigm), conditioning should occur to a similar degree as with a fixed duration CS (Kamin, 1960;Libby and Church, 1975). However, because a variable duration CS does not predict the time of occurrence of the US, timing should not occur during the CS (Libby and Church, 1975). Thus, the use of a fixed vs. a random duration CS allows for a comparison of conditions in which timing should (fixed duration CS) or should not occur (random duration CS), but the degree of conditioning is unaffected.…”

Section: Introductionmentioning

confidence: 99%

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Are separate theories of conditioning and timing necessary?

Kirkpatrick

Church

1998

Behavioural Processes

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Conditioning and timing studies have evolved under separate traditions, which is exemplified in both traditional theories (e.g. the Rescorla-Wagner model of conditioning vs. Scalar Timing Theory) and in a dual process model (Gibbon, J., Balsam, P., 1981. In: Autoshaping and Conditioning Theory. Academic Press, New York.). Other lines of theoretical development in both timing and conditioning fields have resulted in the emergence of 'hybrid' theories in which conditioning and timing processes are integrated. Simulations were conducted with a recent hybrid theory of timing (Machado, A., 1997. Psychol. Rev. 104, 241 -265). The simulations were of classical conditioning procedures in which the local or global predictability of food was varied by manipulating the variability of the CS-US relationship, variability of the CS duration, and variability of the intertrial interval. The hybrid model provided good qualitative fits to indices of conditioning (discrimination ratios) and timing (local rates of responding), indicating that it may be possible to model both conditioning and timing results with a single process in which an internal representation of time and a strength of association are integrated. However, the failure of the model to provide good quantitative fits of the data indicates the need for a consideration of alternative perceptual representations of time and/or principles of association within the framework of the hybrid model.

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Section: Fixed 6ersus Random Cs Durationsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Are separate theories of conditioning and timing necessary?

Kirkpatrick

Church

1998

Behavioural Processes

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“…Thus, in all 4 protocols, the pattern of responding reflects the US hazard, which is signaled by the hazard function for the stochastic model that TATAL predicts for that protocol. Libby and Church (1975) …”

Section: Response Timingmentioning

confidence: 99%

“…Libby and Church (1975) used 4 protocols with foot shock as the US. The US occurred only during CS presentations.…”

Section: Response Timingmentioning

confidence: 99%

Information Theory, Memory, Prediction, and Timing in Associative Learning

Wilkes

Gallistel

2017

Computational Models of Brain and Behavior

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Temporal Learning

Church¹

2002

Stevens' Handbook of Experimental Psychology

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Humans and other animals can learn to make different responses as a function of the time between stimuli, as observed in experiments on temporal generalization, duration discrimination, classical conditioning, and temporal preference. They also can learn to adjust the times of their responses as a function of the times of reinforcement, as observed in experiments on the fixed interval reinforcement, the peak procedure, and the differential reinforcement of low response rates procedure. They are also able to track a sequence of intervals, in some cases by using an interval as a discriminative stimulus for the next interval. Although most research on temporal learning has involved a fixed interval between events, their ability to time is not restricted to constant intervals. The initial learning of a temporal interval, and transitions from one interval to another can be rapid. Research on temporal learning has been based on concepts and procedures developed in the study of classical and instrumental conditioning, human and animal psychophysics, and biological rhythms. At present there is no general consensus regarding the relationship between the circadian clock and the various temporal abilities of animals described in this chapter. The same quantitative principles of interval timing apply both to experiments in which time is an attribute of the stimulus and in which it is an attribute of the response. These principles, such as Weber's law for timing, make it possible to develop process models of the process involved in temporal perception and temporal production. Two of the most influential quantitative models of timing are Scalar Timing Theory and the Behavioral Theory of Timing.

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Fear gradients as a function of the temporal interval between signal and aversive event in the rat.

Cited by 28 publications

References 7 publications

Are separate theories of conditioning and timing necessary?

Are separate theories of conditioning and timing necessary?

Information Theory, Memory, Prediction, and Timing in Associative Learning

Temporal Learning

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