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Related Concept Videos

Associative Learning01:27

Associative Learning

Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
Classical conditioning, also known...
Higher Mental Functions of Brain: Learning and Memory01:26

Higher Mental Functions of Brain: Learning and Memory

Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or playing an...
Long-Term Memory01:18

Long-Term Memory

Long-term memory is a relatively permanent type of memory, capable of storing vast amounts of information over extended periods. Its storage capacity is generally considered unlimited.
Long-term memory can be categorized into two primary types: explicit and implicit memory. Explicit memory, also known as declarative memory, involves the conscious recollection of information that we deliberately try to remember, recall, and articulate. This type of memory encompasses specific facts, events, and...
Real-World Application of Classical Conditioning01:15

Real-World Application of Classical Conditioning

Classical conditioning not only includes the initial pairing of stimuli but also extends to more complex forms, such as higher-order conditioning. Higher-order conditioning involves creating associations beyond the primary conditioned stimulus, resulting in a chain of conditioned responses.
Higher-order, or second-order, conditioning occurs when a neutral stimulus becomes associated with an already established conditioned stimulus through repeated pairings. For instance, if a dog has been...

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Related Experiment Video

Updated: Jun 26, 2026

The (Spatial) Memory Game: Testing the Relationship Between Spatial Language, Object Knowledge, and Spatial Cognition
05:15

The (Spatial) Memory Game: Testing the Relationship Between Spatial Language, Object Knowledge, and Spatial Cognition

Published on: February 19, 2018

Temporal maps and informativeness in associative learning.

Peter D Balsam1, C Randy Gallistel

  • 1Barnard College and Columbia University, 3009 Broadway, New York, NY 10027, USA. balsam@columbia.edu <balsam@columbia.edu>

Trends in Neurosciences
|January 13, 2009
PubMed
Summary
This summary is machine-generated.

Learning relies on building a temporal map, not just proximity. The speed of learned responses reflects the information gained about event timing, explaining associative learning and cue competition.

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Area of Science:

  • Neurobiology
  • Cognitive Science
  • Learning and Memory

Background:

  • Traditional neurobiological models of learning emphasize temporal contiguity for association formation.
  • The precise definition and role of temporal contiguity in learning remain underspecified.
  • Existing models like the Rescorla-Wagner model explain cue competition but lack a unified temporal framework.

Purpose of the Study:

  • To redefine the concept of temporal contiguity in learning.
  • To propose a temporal map learning framework for association formation.
  • To provide a quantitative account for temporal pairing and explain cue competition phenomena.

Main Methods:

  • Review of existing neurobiological and psychological evidence on learning and temporal relations.
  • Development of a theoretical model based on learning a temporal map.
  • Quantitative analysis of the relationship between response speed and informational content of temporal relations.

Main Results:

  • Evidence suggests learning depends on constructing a temporal map, encoding relations between events from single experiences.
  • The speed of anticipatory responses is proportional to the informativeness of the learned temporal relation.
  • This principle quantitatively explains findings in temporal pairing and resolves issues in cue competition literature.

Conclusions:

  • Learning involves encoding quantitative temporal information, forming a temporal map rather than relying solely on contiguity.
  • A memory mechanism's ability to encode quantitative temporal information is crucial for associative learning.
  • This framework offers a unified explanation for diverse associative learning phenomena, including cue competition.