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.

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.

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.

scholarly journals How Multiple Retrievals Affect Neural Reactivation in Young and Older Adults

2019 ◽  
Vol 74 (7) ◽  
pp. 1086-1100 ◽  
Author(s):  
Marie St-Laurent ◽  
Bradley R Buchsbaum
Keyword(s):  
Older Adults ◽  
Episodic Memory ◽  
Brain Activity ◽  
Activity Patterns ◽  
Age Groups ◽  
Memory Representation ◽  
Functional Magnetic Resonance ◽  
Resonance Imaging ◽  
Transformative Process ◽  
Repeated Retrieval

Abstract Objectives Aging can reduce the specificity with which memory episodes are represented as distributed patterns of brain activity. It remains unclear, however, whether repeated encoding and retrieval of stimuli modulate this decline. Memory repetition is thought to promote semanticization, a transformative process during which episodic memory becomes gradually decontextualized and abstracted. Because semantic memory is considered more resilient to aging than context-rich episodic memory, we hypothesized that repeated retrieval would affect cortical reinstatement differently in young versus older adults. Methods We reanalyzed data from young and older adults undergoing functional magnetic resonance imaging while repeatedly viewing and recalling short videos. We derived trial-unique multivariate measures of similarity between video-specific brain activity patterns elicited at perception and at recall, which we compared between age groups at each repetition. Results With repetition, memory representation became gradually more distinct from perception in young adults, as reinstatement specificity converged downward toward levels observed in the older group. In older adults, alternative representations that were item-specific but orthogonal to patterns elicited at perception became more salient with repetition. Discussion Repetition transformed dominant patterns of memory representation away and orthogonally from perception in young and older adults, respectively. Although distinct, both changes are consistent with repetition-induced semanticization.

scholarly journals Differences in strategic abilities but not associative processes explain memory development

2019 ◽  
Author(s):  
N.C.J. Müller ◽  
N. Kohn ◽  
M. van Buuren ◽  
N. Klijn ◽  
H. Emmen ◽  
...  
Keyword(s):  
Neural Development ◽  
Memory Performance ◽  
Age Groups ◽  
Angular Gyrus ◽  
Memory Representation ◽  
Learning Abilities ◽  
Age Related ◽  
Learning Capabilities ◽  
Adolescents And Adults ◽  
Evaluation And Monitoring

AbstractChildren’s learning capabilities change while growing up. One framework that describes the cognitive and neural development of children’s growing learning abilities is the two-component model. It distinguishes processes that integrate separate features into a coherent memory representation (associative component) and executive abilities, such as elaboration, evaluation and monitoring, that support memory processing (strategic component). In an fMRI study using an object-location association paradigm, we investigated how the two components influence memory performance across development. We tested children (10-12 yrs., n=31), late adolescents (18 yrs., n=29) and adults (25+ yrs., n=30) of either sex. For studying the associative component, we also probed how the utilisation of prior knowledge (schemas) facilitates memory across age groups. Children had overall lower retrieval performance, while adolescents and adults did not differ from each other. All groups benefitted from schemas, but this effect did not differ between groups. Performance differences between groups were associated with deactivation of the dorsal medial prefrontal cortex (dmPFC), which in turn was linked to executive functioning. These patterns were stronger in adolescents and adults and seemed absent in children. This pattern of results suggests the children’s executive system, the strategic component, is not as mature and thus cannot facilitate memory performance in the same way as in adolescents/adults. In contrast, we did not find age-related differences in the associative component; with activity in the angular gyrus predicting memory performance systematically across groups. Overall our results suggest that differences of executive rather than associative abilities explain memory differences between children, adolescents and adults.

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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