scholarly journals The remembrance of times past: Interference in temporal reference memory.

2008 ◽  
Vol 34 (6) ◽  
pp. 1524-1544 ◽  
Author(s):  
Ruth S. Ogden ◽  
J. H. Wearden ◽  
Luke A. Jones
Keyword(s):  
Reference Memory ◽  
Temporal Reference

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.

Is the Future the Right Time?

2010 ◽  
Vol 57 (4) ◽  
pp. 308-314 ◽  
Author(s):  
Marc Ouellet ◽  
Julio Santiago ◽  
Ziv Israeli ◽  
Shai Gabay
Keyword(s):  
Auditory Task ◽  
English Speakers ◽  
Visual Modality ◽  
Opposite Pattern ◽  
Time Line ◽  
Temporal Reference ◽  
Left Hand ◽  
Reading Direction ◽  
Mental Time Line ◽  
The Right

Spanish and English speakers tend to conceptualize time as running from left to right along a mental line. Previous research suggests that this representational strategy arises from the participants’ exposure to a left-to-right writing system. However, direct evidence supporting this assertion suffers from several limitations and relies only on the visual modality. This study subjected to a direct test the reading hypothesis using an auditory task. Participants from two groups (Spanish and Hebrew) differing in the directionality of their orthographic system had to discriminate temporal reference (past or future) of verbs and adverbs (referring to either past or future) auditorily presented to either the left or right ear by pressing a left or a right key. Spanish participants were faster responding to past words with the left hand and to future words with the right hand, whereas Hebrew participants showed the opposite pattern. Our results demonstrate that the left-right mapping of time is not restricted to the visual modality and that the direction of reading accounts for the preferred directionality of the mental time line. These results are discussed in the context of a possible mechanism underlying the effects of reading direction on highly abstract conceptual representations.

scholarly journals Learning by Doing: The Use of Distance, Corners and Length in Rewarded Geometric Tasks by Zebrafish (Danio rerio)

Animals ◽  
2021 ◽  
Vol 11 (7) ◽  
pp. 2001
Author(s):  
Greta Baratti ◽  
Angelo Rizzo ◽  
Maria Elena Miletto Petrazzini ◽  
Valeria Anna Sovrano
Keyword(s):  
Danio Rerio ◽  
Three Dimensional ◽  
Reference Memory ◽  
Spatial Abilities ◽  
Learning By Doing ◽  
Surface Distance ◽  
Extended Surfaces ◽  
Unequal Length ◽  
Over Time

Zebrafish spontaneously use distance and directional relationships among three-dimensional extended surfaces to reorient within a rectangular arena. However, they fail to take advantage of either an array of freestanding corners or an array of unequal-length surfaces to search for a no-longer-present goal under a spontaneous cued memory procedure, being unable to use the information supplied by corners and length without some kind of rewarded training. The present study aimed to tease apart the geometric components characterizing a rectangular enclosure under a procedure recruiting the reference memory, thus training zebrafish in fragmented layouts that provided differences in surface distance, corners, and length. Results showed that fish, besides the distance, easily learned to use both corners and length if subjected to a rewarded exit task over time, suggesting that they can represent all the geometrically informative parts of a rectangular arena when consistently exposed to them. Altogether, these findings highlight crucially important issues apropos the employment of different behavioral protocols (spontaneous choice versus training over time) to assess spatial abilities of zebrafish, further paving the way to deepen the role of visual and nonvisual encodings of isolated geometric components in relation to macrostructural boundaries.

Spatial reference memory in GluR-A-deficient mice using a novel hippocampal-dependent paddling pool escape task

Hippocampus ◽  
2004 ◽  
Vol 14 (2) ◽  
pp. 216-223 ◽  
Author(s):  
W.B. Schmitt ◽  
R.M.J. Deacon ◽  
D. Reisel ◽  
R. Sprengel ◽  
P.H. Seeburg ◽  
...  
Keyword(s):  
Reference Memory ◽  
Spatial Reference ◽  
Spatial Reference Memory ◽  
Deficient Mice
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