Savastano H I, Miller R R
Department of Psychology, SUNY-Binghamton, Binghamton, NY 13902-6000, USA.
Behav Processes. 1998 Dec;44(2):147-62. doi: 10.1016/s0376-6357(98)00046-1.
Time has played only a limited role within the traditional theories of Pavlovian conditioning. Although temporal factors certainly contribute to whether conditioning occurs, the traditional assumption in the associative framework has been that associations lack temporal information. Recently, the temporal coding hypothesis has challenged that view, arguing that animals encode temporal relationships as part of associations. That is, proximal temporal relationships not only foster associative learning, but also are part of the content of learning. The present paper reviews for the nonspecialist the increasing empirical evidence that temporal coding is ubiquitous in Pavlovian paradigms, including simultaneous and backward conditioning, second-order conditioning, sensory preconditioning, cue competition, Hall-Pearce type CS-preexposure, and conditioned inhibition. The data support the temporal coding hypothesis' view that contiguity is sufficient for associative learning to occur, but challenge the central assumption of the informational hypothesis that predictive relations are necessary for learning to occur (as opposed to predictive relationships only being necessary for the expression of knowledge).
在传统的巴甫洛夫条件反射理论中，时间所起的作用有限。尽管时间因素无疑对条件反射是否发生有影响，但联想框架中的传统假设一直是，联想缺乏时间信息。最近，时间编码假说对这一观点提出了挑战，认为动物将时间关系编码为联想的一部分。也就是说，近端时间关系不仅促进联想学习，而且也是学习内容的一部分。本文为非专业人士综述了越来越多的实证证据，表明时间编码在巴甫洛夫范式中无处不在，包括同时性和逆向条件反射、二级条件反射、感觉预条件反射、线索竞争、霍尔 - 皮尔斯类型的条件刺激预暴露以及条件抑制。数据支持时间编码假说的观点，即接近性足以引发联想学习，但挑战了信息假说的核心假设，即预测关系是学习发生所必需的（与预测关系仅为知识表达所必需相反）。
