Time and Associative Learning.
Time and Associative Learning.
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DOI：
10.3819/ccbr.2010.50001
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发表时间：
2010
影响因子：
--
通讯作者：
Gallistel CR
中科院分区：
文献类型：
--
作者：
Balsam PD;Drew MR;Gallistel CR
在基本的联想学习范式中，当条件刺激引起预期反应时，学习就发生了。人们普遍认为这种学习取决于条件刺激和非条件刺激的连续呈现。然而，连续性的含义尚未得到严格定义。在这里，我们研究了这些信念的经验基础，并提出了一种基于以下假设的替代观点：了解事件之间的时间关系决定了条件行为的出现速度、活力和形式。这种时间学习发生得非常快，并且发生在预期反应出现之前。即使没有引起预期反应，时间关系也会被习得。预期反应出现的速度与预测线索（CS）关于预测事件（US）发生率的信息量成正比。该分析解释了我们所说的“时间配对”的含义，并且与获取速度的数据和线索竞争文献中的基本发现相一致。在这种情况下，学习取决于感知和编码时间规律性，而不是刺激的连续性。
In a basic associative learning paradigm, learning is said to have occurred when the conditioned stimulus evokes an anticipatory response. This learning is widely believed to depend on the contiguous presentation of conditioned and unconditioned stimulus. However, what it means to be contiguous has not been rigorously defined. Here we examine the empirical bases for these beliefs and suggest an alternative view based on the hypothesis that learning about the temporal relationships between events determines the speed of emergence, vigor and form of conditioned behavior. This temporal learning occurs very rapidly and prior to the appearance of the anticipatory response. The temporal relations are learned even when no anticipatory response is evoked. The speed with which an anticipatory response emerges is proportional to the informativeness of the predictive cue (CS) regarding the rate of occurrence of the predicted event (US). This analysis gives an account of what we mean by “temporal pairing” and is in accord with the data on speed of acquisition and basic findings in the cue competition literature. In this account, learning depends on perceiving and encoding temporal regularities rather than stimulus contiguities.