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.
Department of Psychology, Memorial University of Newfoundland, St. John's, NL, Canada A1B 3X9. cthorpe@mun.ca
Christina M
CM
Thorpe
Darcy
D
Hallett
Melanie
M
Murphy
Cheryll L
CL
Fitzpatrick
Aishah
A
Bakhtiar
D059031:Anticipation, Psychological; D001288:Attention / Q000502:physiology; D002648:Child; D002675:Child, Preschool; D005260:Female; D006801:Humans; D007858:Learning / Q000502:physiology*; D008297:Male; D008568:Memory / Q000502:physiology; D010775:Photic Stimulation; D011597:Psychomotor Performance / Q000502:physiology; D012201:Reward; D013028:Space Perception / Q000502:physiology*; D013998:Time Perception / Q000502:physiology*