Differentiating perceptual, procedural, and task learning for an auditory temporal discrimination task

2021 ◽  
Vol 150 (4) ◽  
pp. A142-A142
Author(s):  
Leslie Zhen ◽  
Sheila Pratt
Keyword(s):  
Discrimination Task ◽  
Temporal Discrimination ◽  
Task Learning ◽  
And Task

scholarly journals Effects of stimulus and task structure on temporal perceptual learning

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Rannie Xu ◽  
Russell M. Church ◽  
Yuka Sasaki ◽  
Takeo Watanabe
Keyword(s):  
Temporal Discrimination ◽  
Discrimination Performance ◽  
Task Structure ◽  
Comparison Task ◽  
Interval Representation ◽  
Before And After ◽  
Temporal Intervals ◽  
Context Specific ◽  
Temporal Learning ◽  
And Task

AbstractOur ability to discriminate temporal intervals can be improved with practice. This learning is generally thought to reflect an enhancement in the representation of a trained interval, which leads to interval-specific improvements in temporal discrimination. In the present study, we asked whether temporal learning is further constrained by context-specific factors dictated through the trained stimulus and task structure. Two groups of participants were trained using a single-interval auditory discrimination task over 5 days. Training intervals were either one of eight predetermined values (FI group), or random from trial to trial (RI group). Before and after the training period, we measured discrimination performance using an untrained two-interval temporal comparison task. Our results revealed a selective improvement in the FI group, but not the RI group. However, this learning did not generalize between the trained and untrained tasks. These results highlight the sensitivity of TPL to stimulus and task structure, suggesting that mechanisms of temporal learning rely on processes beyond changes in interval representation.

Joint stimulus control in a temporal discrimination task

2017 ◽  
Vol 20 (6) ◽  
pp. 1129-1136 ◽  
Author(s):  
Carlos Pinto ◽  
Inês Fortes ◽  
Armando Machado
Keyword(s):  
Stimulus Control ◽  
Discrimination Task ◽  
Temporal Discrimination

Alcohol and Speed-Accuracy Tradeoff

1979 ◽  
Vol 21 (4) ◽  
pp. 433-443 ◽  
Author(s):  
O. H. RUNDELL ◽  
HAROLD L. WILLIAMS
Keyword(s):  
Body Weight ◽  
Reaction Time ◽  
Discrimination Task ◽  
The Other ◽  
Pitch Discrimination ◽  
Alcohol Dose ◽  
Independent Effects ◽  
Speed Accuracy ◽  
Accuracy Tradeoff ◽  
And Task

Performance on two auditory choice reaction time (RT) tasks was studied in a group of 12 subjects under the influence of graded doses of ethyl alcohol ranging from placebo to 1 g/kg body weight. Deadline procedures were employed in a side discrimination and a pitch discrimination task to permit the calculation of speed-accuracy tradeoff functions (accuracy versus RT). Accuracy declined as a function of dose, but alcohol did not significantly influence RT. Conversely, accuracy was not affected by task; but the pitch discrimination task required an average of 88 ms more time than the side task. Alcohol dose and task produced independent effects on the speed-accuracy tradeoff function. As dose increased, the slope of the tradeoff function declined; but slopes were equivalent for the two tasks. On the other hand, the x-intercept (where accuracy equals chance levels) was 90 ms greater for the pitch task than for the side task.

Training Procedures and Task Difficulty in Brightness and Position Discriminations by Rats

1972 ◽  
Vol 31 (1) ◽  
pp. 71-76 ◽  
Author(s):  
James P. Allison
Keyword(s):  
Single Unit ◽  
Task Difficulty ◽  
Discrimination Task ◽  
Training Procedure ◽  
Position Task ◽  
And Task

This research concerned training procedures (correction vs noncorrection), type of discrimination task (position vs brightness), and task difficulty in two 2 × 3 experiments using rats in single-unit mazes. An interaction was found between type of training procedure and task difficulty for the brightness task, with noncorrection Ss requiring relatively fewer trials to reach a criterion than correction Ss as the task became more difficult. A statistically insignificant interaction was found for the position task.

Cognitive processing impairments in a supra-second temporal discrimination task in rats with cerebellar lesion

2009 ◽  
Vol 91 (3) ◽  
pp. 250-259 ◽  
Author(s):  
Delphine Callu ◽  
Nicole El Massioui ◽  
Gérard Dutrieux ◽  
Bruce L. Brown ◽  
Valérie Doyere
Keyword(s):  
Cognitive Processing ◽  
Discrimination Task ◽  
Temporal Discrimination ◽  
Cerebellar Lesion

scholarly journals Cross-Modal Conflict Increases With Time-on-Task in a Temporal Discrimination Task

2019 ◽  
Vol 10 ◽  
Author(s):  
András Matuz ◽  
Dimitri Van der Linden ◽  
Kristóf Topa ◽  
Árpád Csathó
Keyword(s):  
Discrimination Task ◽  
Temporal Discrimination ◽  
Time On Task

MODIFIKASI MODEL PEMBELAJARAN THINK TALK WRITE (TTW) DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Robby Nur ◽  
Akmal Sholah
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
School Environment ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Task Learning ◽  
Task Strategies ◽  
And Task

The learning model that is still teacher-centered causes low activity and student learning outcomes in the classroom, many students do not understand the material taught in the classroom especially if the teacher does not provide additional assignments. This writing aims to improve the activities and student learning outcomes by analyzing the combination of Think Talk Write (TTW) learning models with forced and task learning strategies. To provide a motivation for teachers to package learning that is creative and innovative, making learning activities interesting and not monotonous. The results of this modification indicate that learning with the Think Talk Write (TTW) learning model through forced and task strategies can improve the learning process so that students become more disciplined and do not waste time doing tasks. The advantages of modification of the Think Talk Write (TTW) learning model with forced and task learning strategies is to increase student learning motivation, improve the quality of learning, train students' understanding by giving assignments continuously, teach discipline to students in order to be accountable for tasks assigned, and reduce laziness in students. It is recommended to modify the Think Talk Write (TTW) learning model with forced and forced learning strategies both applied in the classroom so that the application becomes more effective while still taking into account the conditions of the school environment, students and teachers

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