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Biomedical subjects

Armando Machado

Publications and source records attributed to Armando Machado.

7 recordsLinked to original sources
PubMed2006

Further tests of the Scalar Expectancy Theory (SET) and the Learning-to-Time (LeT) model in a temporal bisection task.

To contrast two models of timing, Scalar Expectancy Theory (SET) and Learning to Time (LeT), pigeons were exposed to a double temporal bisection procedure. On half of the trials, they learned to choose a red key after a 1s signal and a green key after a 4s signal; on the other half of the trials, they learned to choose a blue key after a 4-s signal and a yellow key after a 16-s signal. This was Phase A of an ABA design. On Phase B, the pigeons were divided into two groups and exposed to a new bisection task in which the signals ranged from 1 to 16s and the choice keys were blue and green. One group was reinforced for choosing blue after 1-s signals and green after 16-s signals and the other group was reinforced for the opposite mapping (green after 1-s signals and blue after 16-s signals). Whereas SET predicted no differences between the groups, LeT predicted that the former group would learn the new discrimination faster than the latter group. The results were consistent with LeT. Finally, the pigeons returned to Phase A. Only LeT made specific predictions regarding the reacquisition of the four temporal discriminations. These predictions were only partly consistent with the results.

Algorithms↗
PubMed2005

Acquisition versus steady state in the time-left experiment.

To test some predictions of scalar expectancy theory (SET) for the time-left procedure, we performed one experiment with two conditions. In Condition A, pigeons were exposed to two fixed-interval schedules, a fixed-interval (FI) 30s and an FI 60s, each associated with a distinct key and presented on a separate trial. Subsequently, during test trials, the FI 60-s key was illuminated and then after T = 15, 30 or 45 s the FI 30-s key also was illuminated. The main issue was how choice between the two keys varied with T. Condition B replicated Condition A with different FI parameters and T values. The results showed that (a) contrary to SET's predictions, preference changed reliably with testing, which suggests that learning took place during the test trials; (b) within each test trial, pigeons revealed an almost exclusive preference for one of the keys, and (c) at steady state pigeons behaved in the same way as rats. Because SET could not account for these findings we advanced a new descriptive model of performance for the time-left task. The model fit the data well.

Animals↗
PubMed2005

Testing the scalar expectancy theory (SET) and the learning-to-time model (LeT) in a double bisection task.

Two theories of timing, scalar expectancy theory (SET) and learning-to-time (LeT), make substantially different assumptions about what animals learn in temporal tasks. In a test of these assumptions, pigeons learned two temporal discriminations. On Type 1 trials, they learned to choose a red key after a 1-sec signal and a green key after a 4-sec signal; on Type 2 trials, they learned to choose a blue key after a 4-sec signal and a yellow key after either an 8-sec signal (Group 8) or a 16-sec signal (Group 16). Then, the birds were exposed to signals 1 sec, 4 sec, and 16 sec in length and given a choice between novel key combinations (red or green vs. blue or yellow). The choice between the green key and the blue key was of particular significance because both keys were associated with the same 4-sec signal. Whereas SET predicted no effect of the test signal duration on choice, LeT predicted that preference for green would increase monotonically with the length of the signal but would do so faster for Group 8 than for Group 16. The results were consistent with LeT, but not with SET.

Animals↗
PubMed2003

Temporal discrimination in a long operant chamber.

Pigeons were placed in a long chamber equipped with one key and feeder at each end side and one key and houselight at the middle. To obtain food the birds had to choose one side key after a short signal and the other side key after a long signal. The signals consisted of the illumination of the center key and the houselight and were initiated by a peck at the center key. The chamber had sensitive floor panels that enabled us to measure the location of the bird during the signals. In Experiment 1, after the birds learned the discrimination we reversed the assignment of keys to signals. In Experiment 2, we examined performance on two pairs of discriminations holding the same ratio. In Experiment 3, after the pigeons learned to discriminate two signals, we changed the duration of the long signal. The results showed that (a) the birds' motion during the signal was highly stereotypical, i.e. the birds moved to the short side, waited a few seconds, and then departed to, and stayed on the long side; (b) this motion pattern predicted the results of generalization tests with novel durations; (c) the mean of the times of departure from the short side approached its steady state values quicker than the standard deviation and consequently superposition of behavioral measures became stronger with training; (d) only the duration of the short signal influenced significantly the moment the birds departed from the short side; finally (e) the times of arrival at and departure from the short side were positively correlated, but the times of arrival and residence at the short side were negatively correlated.

Journal Article↗
PubMed2002

Relative numerosity discrimination in the pigeon: further tests of the linear-exponential-ratio model.

This study tested a model of how animals discriminate the relative numerosity of stimuli in successive or sequential presentation tasks. In a discrete-trials procedure, pigeons were shown one light for nf times and then another for nl times. Next they received food for choosing the light that had occurred the least-number of times during the sample. At issue were (a) how performance varies with the interval between the two stimulus sets (the interblock interval) and the interval between the end of the sample and the beginning of the choice period (the retention interval); and (b) whether a simple mathematical model of the discrimination process could account for the data. The model assumed that the influence of a stimulus on choice increases linearly when the stimulus is presented, but decays exponentially when the stimulus is absent; choice probability is given by the ratio of the influence values of the two stimuli. The model also assumed that as the retention interval elapses there is an increasing probability that the ongoing discriminative process be disrupted and then the animal responds randomly. Results showed that increasing the interblock intervals reduced the probability of choosing the last stimulus of the sample as the least-frequent one. Increasing the retention interval reduced accuracy without inducing any stimulus bias. The model accounted well for the major trends in the data.

Journal Article↗