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Temporal encoding as a determinant of overshadowing

A P Blaisdell1, J C Denniston, R R Miller

  • 1Department of Psychology, State University of New York at Binghamton 13902-6000, USA.

Journal of Experimental Psychology. Animal Behavior Processes
|January 24, 1998
PubMed
Summary

Temporal coding in Pavlovian conditioning was explored. When two conditioned stimuli (CSs) share the same temporal relationship with an unconditioned stimulus (US), overshadowing effects are maximized, supporting the temporal coding hypothesis.

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Area of Science:

  • Behavioral neuroscience
  • Learning and memory

Background:

  • Overshadowing is a phenomenon in associative learning where a stronger conditioned stimulus (CS) hinders the learning of a weaker CS.
  • The temporal coding hypothesis suggests that the temporal relationship between CSs and the unconditioned stimulus (US) influences associative strength and overshadowing.

Purpose of the Study:

  • To investigate how the temporal relationships between two CSs and a US affect overshadowing.
  • To test the prediction of the temporal coding hypothesis that overshadowing is maximal when CSs share similar temporal relationships with the US.

Main Methods:

  • Three conditioned lick suppression experiments were conducted with rats.
  • Rats were exposed to an overshadowing CS with forward, simultaneous, or backward relationships to the US.

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  • The temporal relationship of the overshadowed CSs to the US was varied (forward, simultaneous, or backward).

    • Main Results:

    • The greatest amount of overshadowing occurred when both the overshadowing CS and the overshadowed CS shared the same temporal relationship with the US.
    • This finding was consistent across experiments manipulating the forward, simultaneous, and backward relationships.

    Conclusions:

    • The results support the temporal coding hypothesis regarding the role of temporal CS-US relationships in overshadowing.
    • The data suggest that the temporal contiguity and pattern of CS-US presentations are critical factors in associative learning and interference.