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Related Experiment Video

Updated: May 20, 2026

Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task
11:18

Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task

Published on: June 1, 2015

Interval time-place learning in young children.

Christina M Thorpe1, Darcy Hallett, Melanie Murphy

  • 1Department of Psychology, Memorial University of Newfoundland, St. John's, NL, Canada A1B 3X9. cthorpe@mun.ca

Behavioural Processes
|July 14, 2012
PubMed
Summary
This summary is machine-generated.

Children aged 5-10 quickly learned interval time-place learning (iTPL) tasks, demonstrating robust spatio-temporal memory. This study provides evidence for iTPL in children and suggests new research avenues for interval timing.

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Related Experiment Videos

Last Updated: May 20, 2026

Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task
11:18

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Published on: June 1, 2015

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
06:35

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Published on: April 28, 2016

Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism
10:11

Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Published on: December 14, 2012

Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Neuroscience

Background:

  • Previous research explored time-place learning in animals.
  • This ability, crucial for survival, had not been studied in human children.
  • Interval time-place learning (iTPL) involves learning the timing and location of events.

Purpose of the Study:

  • To investigate interval time-place learning (iTPL) in children aged 5-10.
  • To assess children's ability to learn and retain spatio-temporal contingencies.
  • To establish a baseline for future research on age-related changes in iTPL.

Main Methods:

  • A modified interval time-place learning task was administered to children using a touchscreen computer.
  • Participants learned the timing and sequence of events within the task.
  • Probe sessions were used to assess learning by removing contingencies.

Main Results:

  • Children demonstrated rapid learning of both the timing and sequence of the iTPL task.
  • Performance in probe sessions indicated robust learning of spatio-temporal contingencies, even without explicit anticipation.
  • Children maintained adherence to learned contingencies when they were no longer present.

Conclusions:

  • Children aged 5-10 possess the capacity for interval time-place learning.
  • The study provides strong evidence for learned spatio-temporal contingencies in children.
  • The developed iTPL procedure can advance research on interval timing and scalar timing in pediatric populations.