Interval time-place learning by rats: varying reinforcement contingencies

Two experiments with rats were conducted to study interval time-place learning when the spatiotemporal contingencies of food availability were more similar to those likely to be encountered in natural environments, than those employed in prior research. In Experiment 1, food was always available on three levers on a variable ratio (VR) 35 schedule. A VR8 schedule was in effect on Lever 1 for 5 min, then on Lever 2 for 5 min, and so forth. While rats learned to restrict the majority of their responding to the lever that provided the highest density of reinforcement, they seemed to rely on a win-stay/lose-shift strategy rather than a timing strategy. In Experiment 2, the four levers provided food on variable ratios of 15, 8, 15, and 30, each for 3 min. As expected the rats learned these contingencies. A novel finding was that the rats had a spike in response rate immediately following a change from a higher to lower reinforcement density. It is concluded that rats exposed to spatiotemporal contingencies behave so as to maximize the rate of obtained reinforcement.     

Alterations in time-place learning induced by lesions to the rat medial prefrontal cortex

This experiment examined the effect of medial prefrontal lesions on time-place learning in the rat. During the first phase, prior to lesioning, rats received training on an interval time-place task. Food was available on each of four levers for 3 consecutive min of a 12-min session. The levers provided food in the same sequence on all trials. Rats restricted the majority of their presses on each lever to the time in each session when it provided food and were able to anticipate when a lever was going to provide food. During the second phase some rats received lesions that were restricted to the medial prefrontal cortex. Following these very restricted lesions, rats continued pressing a lever after it stopped providing food (i.e. perseverated, as if their internal clock was running slow). The third phase involved changing the order in which the levers provided food. Lesions had no discernable effect on the rats' ability to learn the correct sequence of food availability. However, this change made the rats' timing perseveration even more noticeable. Our results suggest the medial prefrontal cortex is not necessary for acquisition of time-place sequencing information. However, lesions do appear to produce perseveration on components of the sequence.     

Further evidence of joint time-place control of rats' behavior: results from an 'open hopper' test

Rats were trained on an interval time-place task. Food was intermittently available on each of four levers for 4 min in a 16-min session. After baseline training the rats received 'open hopper' sessions in which food was available on all levers for all of the 16-min sessions. Despite the absence of any contingencies for doing so, the rats continued to press the levers in the 'correct' sequence, for roughly the 'correct' amount of time. This confirms that the rat behavior was controlled, in part, by a representation of an elapsed interval of time. The rats responding was more variable in 'open hopper' sessions and error increased (in an exponential fashion) as the session proceeded. This finding suggests that the rats may have used shifts in the location of food availability to minimize the accumulation of error throughout baseline sessions.     

How rats process spatiotemporal information in the face of distraction

How rats process spatiotemporal information in the face of distraction was assessed. Rats were trained on a time-place learning task in which the location of food availability depended on the amount of time elapsed since the beginning of the training session. In each training session each of four levers provided food pellets for 5 min on an intermittent schedule. In probe sessions interspersed with the final training sessions, the rats were presented with a second highly preferred food source-a piece of cheese-at various times into the session. Rats choose the correct lever after the cheese distraction, but it appeared that their internal clock had stopped during the cheese consumption period. Thus rats' internal clock, like that of pigeons, displays the properties of 'stop', 'reset', and 'restart'. Rat-pigeon differences in timing processes may be restricted to circadian or time of day timing. Present results also suggest that rats process spatial and temporal information separately.     

Behavioral and neurochemical investigation of circadian time-place learning in the rat

The ability to form an association between the time and the place of food availability, namely time-place learning, is presumably important for survival. The present study was designed to examine time-place learning and to identify exogenous and endogenous factors that may affect this behavior in rats. In an initial experiment, rats displayed poor time-place behavior and appeared to prefer the feeder that was closer to the center aisle and water supply. When these cues were minimized in a subsequent experiment, rats consistently displayed the time-place discrimination by exhibiting food anticipatory activity (FAA) at the correct location prior to each meal time. These rats also showed significant correlations between the level of FAA and the amount of dopamine turnover (the dihydroxyphenylacetic acid/dopamine ratio) in the nucleus accumbens and paraventricular nucleus of the hypothalamus, indicating possible involvement of regional dopaminergic activity in time-place behavior. No correlation was found for norepinephrine, epinephrine, or serotonin. In addition, the correlation between FAA and dopamine turnover was not found when rats were entrained to only one meal per day. Together, the data suggest that rats can learn the time-place discrimination under proper experimental conditions and that dopamine may play a role in the expression of this behavior.     

Circadian time-place learning in mice depends on Cry genes

Endogenous biological clocks allow organisms to anticipate daily environmental cycles. The ability to achieve time-place associations is key to the survival and reproductive success of animals. The ability to link the location of a stimulus (usually food) with time of day has been coined time-place learning, but its circadian nature was only shown in honeybees and birds. So far, an unambiguous circadian time-place-learning paradigm for mammals is lacking. We studied whether expression of the clock gene Cryptochrome (Cry), crucial for circadian timing, is a prerequisite for time-place learning. Time-place learning in mice was achieved by developing a novel paradigm in which food reward at specific times of day was counterbalanced by the penalty of receiving a mild footshock. Mice lacking the core clock genes Cry1 and Cry2 (Cry double knockout mice; Cry1(-/-)Cry2(-/-)) learned to avoid unpleasant sensory experiences (mild footshock) and could locate a food reward in a spatial learning task (place preference). These mice failed, however, to learn time-place associations. This specific learning and memory deficit shows that a Cry-gene dependent circadian timing system underlies the utilization of time of day information. These results reveal a new functional role of the mammalian circadian timing system.     

The role of spatial and temporal information in learning interval time-place tasks

In time-place learning (TPL) paradigms animals are thought to form tripartite memory codes consisting of the spatiotemporal characteristics of biologically significant events. In Phase I, rats were trained on a modified TPL task in which either the spatial or temporal component was constant, while the other component varied randomly. If the memory codes are tripartite then when one aspect of the code is random the rats should have difficulty learning the constant aspect of the code. However, rats that were trained with a fixed spatial sequence of food availability and a random duration did in fact learn the task. Rats that were trained with a fixed duration and a random sequence did not learn the task. In Phase II all rats were placed on a TPL task in which food availability was contingent upon both spatial and temporal information. According to the tripartite theory, prior knowledge of either aspect of the code should have little effect on the acquisition of the task. The rats that received fixed spatial training learned the task relatively more quickly. The use of bipartite, rather than tripartite codes, is better able to explain the results of the current study.     

Some characteristics of spatial associative memory in the pigeon, Columba livia

Willson and Wilkie (1993) developed a novel procedure to assess pigeons' memory for the spatial location of food. Only one of four locations provided food each daily session. Each location consisted of an illuminated pecking key and grain feeder. Over different days different locations, randomly selected, provided food during a 16-min session. The pigeons tended to revisit the location at which food was found on the previous day thereby demonstrating memory for food-spatial location associations over 24 h. Three experiments were conducted to further investigate this phenomenon. In Experiment 1 the session duration was varied between 4 and 32 min. Longer sessions had no detectable effect on their ability to remember the rewarded location 24 h later, a result that suggests that only brief encounters with food at a particular location are necessary for recall. In Experiment 2 the necessity of an active search for the day's rewarded location was removed; a 5-min period in which only the rewarded key was lit preceded the regular 16-min session. Pecks to the lit key in this 5-min period produced grain on the standard schedule. This manipulation facilitated the pigeons' discovery of food but did not affect their ability to remember the rewarded location, suggesting that the process of search and discovery is not essential to the associative memory process. In Experiment 3, food was available during the complete session (non-depleting condition) or was available only during the first half of the session (depleting condition). No detectable differences in the birds' memory of yesterday's profitable location were found. This suggests that non-depletion of food is not a necessary condition for day-to-day recall of food location. Taken together these findings enlarge our understanding of the spatial associative memory process.     

Evidence for an alternation strategy in time-place learning

Many different conclusions concerning what type of mechanism rats use to solve a daily time-place task have emerged in the literature. The purpose of this study was to test three competing explanations of time-place discrimination. Rats (n = 10) were tested twice daily in a T-maze, separated by approximately 7 h. Food was available at one location in the morning and another location in the afternoon. After the rats learned to visit each location at the appropriate time, tests were omitted to evaluate whether the rats were utilizing time-of-day (i.e., a circadian oscillator) or an alternation strategy (i.e., visiting a correct location is a cue to visit the next location). Performance on this test was significantly lower than chance, ruling out the use of time-of-day. A phase advance of the light cycle was conducted to test the alternation strategy and timing with respect to the light cycle (i.e., an interval timer). There was no difference between probe and baseline performance. These results suggest that the rats used an alternation strategy to meet the temporal and spatial contingencies in the time-place task.     

Interval time-place learning in young children

While previous research has investigated the ability of animals to learn the spatial and temporal contingencies of biologically significant events (known as time-place learning), this ability has not been studied in humans. Children ranging from 5 to 10 years old were tested on a modified interval time-place learning task using a touchscreen computer. Results demonstrate the children were able to quickly learn both the timing and the sequence of this task. Despite a lack of anticipation on baseline trials, the children continued to follow the spatio-temporal contingencies in probe sessions where these contingencies were removed. Performance on the probe sessions provide strong evidence that the children had learned the spatio-temporal contingencies. Future research is needed to determine what age-related changes in iTPL occur. Furthermore, it is argued that this procedure can be used to extend interval timing in research in children, including, but not limited to, investigation of scalar timing with longer durations than have previously been investigated.     

Evidence for time-place learning in the Morris water maze without food restriction but with increased response cost

Time-place learning is the ability to distinguish between resources that vary in location at different times of day. Only one previous report has demonstrated successful time-place learning without using food as reward. In this experiment, satiated rats failed to form time-place discriminations in a Morris water maze while food deprived rats did, leading to the conclusion that food system activation is necessary for time-place learning. However, in addition to food system activation, response cost was also increased, which previously has been demonstrated to be effective in allowing the formation of time-place discriminations. The purpose of these two experiments is to test whether food system activation or heightened response cost allowed for time-place learning in the Morris water maze. In the first experiment, we replicate the failure to find time-place discriminations in the Morris water maze without food restriction and without increased response cost. In the second experiment, we found that increased response cost without food restriction was effective in allowing the formation of a time-place discrimination. The implications of this result are discussed in light of the timing mechanism used for time-place discriminations, the nature of the response cost, and the event-time-place tripartite association.     

An evolved spatial memory bias in a nectar-feeding bird?

Studies have shown that nectar-feeding birds more easily learn to avoid a previously rewarding location (to win-shift) than to return to such a location (to win-stay). This pattern has been interpreted as evidence of an evolved adaptation to the fact that nectar is a depleting resource; however, such a conclusion requires ruling out the possibility that this tendency is a consequence of the experience of individual birds, and is more compelling if performance in the memory task reveals sensitivity to detailed features of the spatiotemporal distribution of nectar in the environment. We tested the tendency of captive-reared Regent honeyeaters, Xanthomyza phrygia, a species of nectar-feeding bird, to win-shift or win-stay at different intervisit intervals. The birds generally avoided rewarding locations after a short retention interval (10 min), but returned to these locations after a long retention interval (3 h). This behaviour tracks the replenishment rate of the flowers exploited by this species in the wild, even though the subjects were born and reared in captivity. Copyright 2003 Published by Elsevier Ltd on behalf of The Association for the Study of Animal Behaviour.      

Flexibility and persistence of chimpanzee (Pan troglodytes) foraging behavior in a captive environment

As a result of environmental variability, animals may be confronted with uncertainty surrounding the presence of, or accessibility to, food resources at a given location or time. While individuals can rely on personal experience to manage this variability, the behavior of members of an individual's social group can also provide information regarding the availability or location of a food resource. The purpose of the present study was to measure how captive chimpanzees individually and collectively adjust their foraging strategies at an artificial termite mound, as the availability of resources provided by the mound varied over a number of weeks. As predicted, fishing activity at the mound was related to resource availability. However, chimpanzees continued to fish at unbaited locations on the days and weeks after a location had last contained food. Consistent with previous studies, our findings show that chimpanzees do not completely abandon previously learned habits despite learning individually and/or socially that the habit is no longer effective.     

Strain differences in a high response-cost daily time-place learning task

Previous research has shown that rats, unlike birds, do not readily demonstrate daily time-place learning (TPL). It has been suggested, however, that rats are more successful at these tasks if the response cost (RC) is increased. Widman et al. (2000) found that female Sprague Dawley (SD) rats learned a daily TPL task in which they were required to climb different towers depending on the time of day to find a food reward. Using a similar apparatus, we found that male SD rats learned the task, while male Long Evans rats did not. While all rats quickly learned to restrict the majority of their searching to the two towers that provided food, only the SD rats learned to go to the correct location at the correct time of day. Thus, there appears to be a strain difference in the effectiveness of a high RC task to promote learning. Tests of the timing strategies used revealed individual differences with one rat using a circadian strategy and another using an ordinal strategy. Post criterion decrements in performance did not allow sufficient testing to determine the timing strategies of the remaining rats. Possible interactions between strain, response cost, species typical behaviors and dependent measures are discussed.     

Cattle use visual cues to track food locations

We tested the hypothesis that cattle aided by visual cues would be more efficient than uncued animals in locating and consuming foods placed in either fixed or variable locations within a 0.64-ha experimental pasture. Eight yearling steers were randomly selected and trained to associate traffic barricades and traffic cones with high- (oat-barley mixture) and low- (straw) quality foods, respectively. Initially steers were randomly assigned to 1 of 4 food location/visual cue treatments: fixed locations/with cues (F/C), variable locations/with cues (V/C), fixed locations/no cues (F/NC), or variable locations/no cues (V/NC). High- and low-quality foods and their respective cue (or no cue) were placed in the experimental pasture. Individual animals were allowed to explore the pasture for 10 min twice per day every other day for 1 week. Minutes until feeding, first feed type consumed (i.e., high-quality, low-quality, or no food consumed), animal location and activity (i.e., feeding, standing, or moving), and total intake of high- and low-quality feed were recorded during each 10-min trial. At the end of each week, location/visual cue treatments were randomly assigned to another 2 steers, which permitted an independent test of each animal in each treatment over a 4-week period. Animals in the F/C and V/C treatments took about 2 min to initially locate and consume a food, compared to F/NC and V/NC animals who took nearly 4 and 6 min, respectively. The high-quality food was the first food located and consumed by F/C, V/C, F/NC, and V/NC animals during 79, 77, 67, and 54% of sampling occasions, respectively. Cued animals typically spent more time feeding (P=0.0004) and less time standing (P=0.005) than uncued animals. Cued animals had a higher mean intake than uncued animals of high- (P=0.001) and low- (P=0.04) quality food. Mean high-quality intake for F/C, V/C, F/NC, and V/NC treatments was 266, 245, 214, and 126 (+/-22) g, respectively; mean low-quality intake for the same treatments was 36, 32, 12, and 10 (+/-10) g. Cued animals also consumed more food per distance traveled than uncued animals (P=0.005). Animals located food quicker (P=0.03) and consumed more high-quality food (P=0.02) when food locations were constant than when they were variable. Our data strongly indicate that cattle can learn to associate visual cues with disparate food qualities and use this information to forage more efficiently in both fixed and variable foraging environments.     

Spatial navigation on the radial maze with trial-unique intramaze cues and restricted extramaze cues

We investigated the use of extramaze and intramaze cues on the eight-arm radial maze. The rats received daily training consisting of forced-choice visits to four baited arms, a retention interval, and the availability of all eight arms with baits available at arms that did not appear in the forced-choice phase. The radial maze was placed in a featureless octagonal enclosure to minimize the availability of extramaze cues. Intramaze cues were provided at the distal end of each arm by placing a small object in front of the food trough; unique objects were randomly sampled from a large pool of objects. The use of extramaze and intramaze cues was assessed by rotating the objects, after the retention interval, on occasional non-rewarded probes, thereby dissociating the location of extramaze and intramaze cues. The rats used extramaze rather than intramaze cues. Implications for spatial representations are discussed.     

The effect of exposure to oestrous ewes on rams' sexual behaviour, plasma testosterone concentration and ability to stimulate ovulation in seasonally anoestrous ewes

Ruminants eat a variety of foods from different locations in the environment. While water, cover, social interactions, and predators are all likely to influence choice of foraging location, differences in macronutrient content among forages may also cause ruminants to forage in different locations even during a meal. We hypothesized that lambs forage at locations containing foods that complement their basal diet and meet their nutritional needs. Based on this hypothesis, we predicted that lambs (n=12) fed a basal diet low in protein and high in energy would forage where a high-protein food (Food P) was located, and that lambs (n=12) fed a basal diet low in energy and high in protein would forage where a high-energy food (Food E) was located. Food P was a ground mixture of blood meal (50%), grape pomace (30%), and alfalfa (20%) that contained 47% crude protein (CP) and 2.211 Mcal/kg digestible energy (DE). Food E was a ground mixture of cornstarch (50%), grape pomace (30%), and rolled barley (20%) that contained 6% CP and 3.07 Mcal/kg DE. Food P provided 212 g CP/Mcal DE, whereas Food E provided 20 g CP/Mcal DE. Lambs growing at a moderate rate require 179 g CP and 3.95 Mcal DE. During Trial 1, we determined if lambs foraged to correct a nutrient imbalance, and if they preferred a variety of foods (Foods P and E) to only one food at a location (Food P or E). During Trial 2, we determined if nutrient-imbalanced lambs foraged in the location with the food that corrected the imbalance when the location of the foods changed daily. During Trial 3, lambs were offered familiar foods (Foods P and E) at the location furthest - and novel foods (wheat and soybean meal) at the location nearest - the shelter of their pen. During all three trials, lambs foraged most at the location with the food that contained the highest concentration of the macronutrient lacking in their basal diet, but they always ate some of both foods. Lambs did not feed exclusively at the location with a variety of foods (P and E). Rather, they fed at the location nearest the shelter that contained the macronutrient lacking in their diet. As availability of the food with the needed macronutrient declined in one location, lambs moved to the nearest location that had food with the needed macronutrient. When food that complemented their basal diet was moved to a different location, lambs foraged in the new location. Collectively, these results show that lambs challenged by imbalances in energy or protein selected foods and foraging locations that complemented the nutrient content of their macronutrient imbalanced basal diets.     

Complex memories in honeybees: can there be more than two?

Foraging honeybees are likely to learn visual and chemical cues associated with many different food sources. Here, we explore how many such sources can be memorized and recalled. Marked bees were trained to visit two (or three) sugar feeders, each placed at a different outdoor location and carrying a different scent. We then tested the ability of the bees to recall these locations and fly to them, when the training scents were blown into the hive, and the scents and food at the feeders were removed. When trained on two feeder locations, each associated with a different scent, the bees could correctly recall the location associated with each scent. However, this ability broke down when the number of scents and feeder locations was increased to three. Performance was partially restored when each of the three training feeders was endowed with an additional cue, namely, a distinct colour. Our results suggest that bees can recall a maximum of two locations when each is associated with a different scent. However, this number can be increased if the scent cues are augmented by visual cues. These findings have implications for the ways in which associations are established and laid down in honeybee memory.     

Operant behavior of the rat can be controlled by the configuration of objects in an animated scene displayed on a computer screen

We developed a novel behavioral task in which rats learn to recognize the configuration of objects in an animated scene displayed on a computer screen. The scene consisted of a moving bar and a stationary rectangle. Rats deprived of food were trained to press a lever for reward in a small chamber located in front of the screen. Lever presses were rewarded only when the bar was at the rectangle. Rats anticipated the reward by gradually increasing frequency of lever pressing as the bar approached the rectangle. Control experiments showed that neither the timing nor the discrimination of rewarded and non-rewarded periods as two discrete conditions explain behavior of the rat. Because the changes in the scene were generated by movement of the object, the presented task could be used for studying neural structures involved in spatial behavior of rats using virtual reality technology.     

Attention, the presolution period, and choice accuracy in pigeons

Six pigeons were trained first on a color then on a form discrimination; four other pigeons were trained first on form and then on color. One of two colors or one of two forms (sample stimuli) appeared in the center of a touch sensitive monitor for 5 pigeons and in the center and in 16 other locations for 5 other pigeons. A peck anywhere within the region in which the sample stimuli appeared produced two white disks (comparison stimuli), one on the left and one on the lower right corners of the screen. Correct left-right choices provided food. Although of no consequence, the location of pecks in presence of the sample was predictive of the pigeon's subsequent choice. Accuracy, choice of the correct comparison stimulus, was greater when the sample stimuli appeared in the center as well as 16 other locations than when it appeared only in the center. The presolution period, the period of chance accuracy prior to evidence of discrimination learning, was decreased on each task following training on the other task. This evidence of facilitation following an extra-dimensional shift was attributed to continued relevance of the conditions under which the first task was learned. The duration of the presolution period was inversely related to asymptotic accuracy-data accounted for by Heinemann's (1983) theory of information processing during the presolution period.