Cordes Sara, King Adam Philip, Gallistel C R
Duke University, Department of Psychology and Neuroscience, 572 Research Dr., GSRB2, Box 91050, Durham, NC 27708-91050, United States.
Behav Processes. 2007 Feb 22;74(2):142-51. doi: 10.1016/j.beproc.2006.10.007. Epub 2006 Oct 18.
Evidence suggests that the online combination of non-verbal magnitudes (durations, numerosities) is central to learning in both human and non-human animals [Gallistel, C.R., 1990. The Organization of Learning. MIT Press, Cambridge, MA]. The molecular basis of these computations, however, is an open question at this point. The current study provides the first direct test of temporal subtraction in a species in which the genetic code is available. In two experiments, mice were run in an adaptation of Gibbon and Church's [Gibbon, J., Church, R.M., 1981. Time left: linear versus logarithmic subjective time. J. Exp. Anal. Behav. 7, 87-107] time left paradigm in order to characterize typical responding in this task. Both experiments suggest that mice engaged in online subtraction of temporal values, although the generalization of a learned response rule to novel stimulus values resulted in slightly less systematic responding. Potential explanations for this pattern of results are discussed.
有证据表明，非语言量级（时长、数量）的在线组合对于人类和非人类动物的学习都至关重要[加利斯泰尔，C.R.，1990年。《学习的组织》。麻省理工学院出版社，马萨诸塞州剑桥]。然而，这些计算的分子基础目前仍是一个悬而未决的问题。当前的研究首次在一个拥有可用遗传密码的物种中对时间减法进行了直接测试。在两项实验中，让小鼠在改编自吉本和丘奇[吉本，J.，丘奇，R.M.，1981年。剩余时间：线性与对数主观时间。《实验行为分析杂志》7，87 - 107]的剩余时间范式中进行实验，以刻画该任务中的典型反应。两项实验均表明，小鼠进行了时间值的在线减法，尽管将习得的反应规则推广到新的刺激值会导致反应的系统性略有降低。本文讨论了这种结果模式的潜在解释。
