Associative learning and timing

Abstract

Associative learning and timing are clearly inter-related, but are they separate processes or is timing a core part of the associative structure? Emerging research suggests that temporal information is acquired rapidly and that CR's are timed correctly from the start of associative learning. Moreover, specific temporal knowledge can be disclosed even in cases where CR's were not emitted. Timing is not only critical for CR timing, but also contributes to CR expression through the comparison of reinforcer rates, and through the formation of temporal maps. A conceptual framework is proposed in which timing is a core part of the content of associative learning.

Figure 1

The formation of temporal maps in second-order conditioning. A. A standard second-order conditioning task in which first-order conditioning is delivered in a delay conditioning arrangement with CS1 followed directly by the US. In phase 2, the original CS1 is now followed by CS2, in the absence of any US presentations. The resulting Temporal Map A contains a layout of the CSs and the US in terms of their timing and order of occurrence. B. A trace-second-order conditioning task and the resulting temporal map. In trace conditioning, the CS1 and US in Phase 1 are separated by a gap.

Figure 2

A conceptualization of the timing processes in associative learning. The pairing of CS and US in a contiguous forward relationship results in two potential processes. An associative learning process involves the learning of specific associations and temporal intervals that make up the conditioning paradigm. The combination of information informs CR expression and timing, providing the appearance of a temporal map. The second potential process involves the rapid formation of a rich temporal map that encodes the nature (location, modality, and intensity) of events, their durations, and their timing of occurrence. CR's are expressed when sufficient evidence suggests that effort should be allocated to responding.