title: The effect of stimulus discriminability on strategies for learning multiple temporal discriminations.
abstract: The goal was to identify training conditions under which temporal intervals that are signaled by different stimuli are memorized (i.e., the temporal behavior is readily shown to be under stimulus control). Undergraduate students were trained on three signaled temporal discriminations using a peak procedure. The intervals were trained in either blocks of trials or with trials intermixed within the session, and then they were given a transfer test with intermixed trials. There were two levels of stimulus discriminability, defined by the similarity of the stimuli. Most participants memorized the intervals when the discriminations were intermixed within the session, or were easy, but not when the discriminations occurred in blocks and were difficult. In the transfer tests, those participants trained in the difficult discrimination that occurred in blocks of trials typically continued to perform as they did during the last-trained interval, regardless of the stimulus presented. These results are better explained by a memory retrieval than a memory storage account.
authors.affiliation: Brown University, United States; New England Center for Children, United States. Paulo Guilhardi@Brown.edu
authors.forename: Paulo
authors.initials: P
authors.lastname: Guilhardi
authors.forename: Marina
authors.initials: M
authors.lastname: Menez
authors.forename: Marcelo S
authors.initials: MS
authors.lastname: Caetano
authors.forename: Russell M
authors.initials: RM
authors.lastname: Church
mesh_terms: D004192:Discrimination, Psychological; D006801:Humans; D007858:Learning; D008568:Memory; D011939:Mental Recall; D008960:Models, Psychological; D013997:Time Factors; D013998:Time Perception; D014163:Transfer, Psychology; D014796:Visual Perception