Scalar timing in temporal generalization in children with short and long stimulus durations

2002 ◽  
Vol 55 (4) ◽  
pp. 1193-1209 ◽  
Author(s):  
Sylvie Droit-Volet
Keyword(s):  
Auditory Stimulus ◽  
Generalization Gradient ◽  
Developmental Changes ◽  
Generalization Performance ◽  
Standard Duration ◽  
Generalization Gradients ◽  
Temporal Generalization ◽  
Relative Scale

This experiment investigated temporal generalization performance in children aged 3, 5, and 8 years by using auditory stimulus durations where the standard was 0.4 s or 4.0 s, and non-standard stimuli were spaced linearly around the standard. At all ages, generalization gradients superimposed well when plotted on the same relative scale, indicating conformity to scalar timing. Whatever the standard duration used, the principal developmental changes were the increasing steepness of the generalization gradient with increasing age and a shift from symmetrical gradients, in the 3- and 5-year-olds, to adult-like asymmetrical gradients in the 8-year-olds.

The Effect of Feedback on Timing in Children and Adults: The Temporal Generalization Task

2005 ◽  
Vol 58 (3) ◽  
pp. 507-520 ◽  
Author(s):  
Sylvie Droit-Volet ◽  
Marie Izaute
Keyword(s):  
Generalization Gradient ◽  
Corrective Feedback ◽  
Age Groups ◽  
Feedback Condition ◽  
Memory Representation ◽  
Standard Duration ◽  
Generalization Gradients ◽  
Temporal Generalization ◽  
Random Responses

Children aged 5 and 8 years and adults were tested on a temporal generalization task with a standard duration of 600 ms in a condition with or without corrective feedback. In all conditions, the participants produced orderly temporal generalization gradients, although these were flatter in the younger children, especially in the no-feedback condition. Nevertheless, the results show that the feedback increased the steepness of the generalization gradient in all age groups and in a greater extent in the younger children. Our clock-based model suggested that feedback reduces the variability of the memory representation of the standard duration but also the probability of random responses in the 5-year-olds.

Episodic temporal generalization: A developmental study

2005 ◽  
Vol 58 (4) ◽  
pp. 693-704 ◽  
Author(s):  
T. McCormack ◽  
J. H. Wearden ◽  
M. C. Smith ◽  
G. D.A. Brown
Keyword(s):  
Developmental Changes ◽  
Developmental Study ◽  
Standard Task ◽  
Temporal Generalization ◽  
Relative Scale ◽  
Fixed Standard ◽  
Scalar Variability

Groups of 5-year-olds, 10-year-olds, and adults completed either an episodic temporal generalization task, in which no stimuli were repeated, or a repeated standard temporal generalization task, in which there was a fixed standard that was repeated on every trial. Significant developmental improvements were found on both tasks. In both tasks, gradients of performance over two different stimulus ranges superimposed well when plotted on the same relative scale. Performance was similar for the adults and 10-year-olds across tasks, but the 5-year-olds performed better on the repeated standard task. These findings suggest that perceptual processes are a source of scalar variability in timing, and that there are developmental changes in levels of such variability.

scholarly journals More is Still not Better: Testing the Perturbation Model of Temporal Reference Memory across Different Modalities and Tasks

2009 ◽  
Vol 62 (5) ◽  
pp. 909-924 ◽  
Author(s):  
Ruth S. Ogden ◽  
Luke A. Jones
Keyword(s):  
Generalization Gradient ◽  
Memory Function ◽  
Reference Memory ◽  
Visual Cue ◽  
Temporal Reference ◽  
Perturbation Model ◽  
Temporal Generalization

The ability of the perturbation model (Jones & Wearden, 2003) to account for reference memory function in a visual temporal generalization task and auditory and visual reproduction tasks was examined. In all tasks the number of presentations of the standard was manipulated (1, 3, or 5), and its effect on performance was compared. In visual temporal generalization the number of presentations of the standard did not affect the number of times the standard was correctly identified, nor did it affect the overall temporal generalization gradient. In auditory reproduction there was no effect of the number of times the standard was presented on mean reproductions. In visual reproduction mean reproductions were shorter when the standard was only presented once; however, this effect was reduced when a visual cue was provided before the first presentation of the standard. Whilst the results of all experiments are best accounted for by the perturbation model there appears to be some attentional benefit to multiple presentations of the standard in visual reproduction.

Effect of Anxiety and Stress on Reaction Time and Temporal Generalization

1964 ◽  
Vol 14 (1) ◽  
pp. 51-58 ◽  
Author(s):  
Otello Desiderato
Keyword(s):  
Reaction Time ◽  
Stimulus Intensity ◽  
Generalization Test ◽  
Weak Shock ◽  
Vibratory Stimulus ◽  
High Anxiety ◽  
Generalization Gradients ◽  
Temporal Generalization ◽  
Palm Of The Hand ◽  
Simple Rt

Fifty-four college students of both sexes, selected from the high, middle, and lower portions of the Taylor MAS distribution, were given 16 simple RT trials. The stimulus, consisting of either strong or weak shock, or a vibratory stimulus applied to the palm of the hand, was presented at uniform 12-sec. intervals. Four 7-trial generalization test blocks, separated by 4 training trials, followed. Testing consisted of presenting the appropriate stimulus at 5.5-, 7.0-, 9.0-, 12.0-, 15.5-, 20.0-, and 26-sec intervals, the order varying randomly from S to S and across test blocks. High anxiety Ss responded faster than other Ss only under shock conditions, supporting a “reactive” interpretation of MA scores. Smooth bi-directional temporal generalization gradients were obtained, but their slopes were unaffected by differences in anxiety or by the interaction of anxiety and stimulus intensity. Stimulus intensity had little effect on slope of gradient.

Modelling Chronometric Counting

2016 ◽  
Vol 4 (3) ◽  
pp. 271-298 ◽  
Author(s):  
John H. Wearden
Keyword(s):  
Computer Model ◽  
Published Data ◽  
Temporal Reproduction ◽  
Generalization Gradients ◽  
Standard Values ◽  
Temporal Generalization ◽  
Start Process ◽  
Comparison Duration

Participants performed on a temporal generalization task with standard durations being either 4 or 8 s, and comparison durations ranging from 2.5 to 5.5, or 5 to 11 s. They were required to count during all stimulus presentations, and counts were recorded as spacebar presses. Generalization gradients around both standard values peaked at the standard, but the gradient from the 8-s condition was steeper. Measured counts had low variance, both within trials and between trials, and a start process, which was different from the counting sequence, could also be identified in data. A computer model assuming that a comparison duration was identified as the standard when the count value for the comparison was one that had previously occurred for a standard fitted the temporal generalization gradients well. The model was also applied to some published data on temporal reproduction with counting, and generally fitted data adequately. The model makes a distinction between the variance of the count unit from one trial to another, and the counts within the trial, and this distinction was related to the overall variance of behaviours resulting from counting, and the ways in which variability of timing measures change with the duration timed.

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