On the content of learning in interval timing: representations or associations?
Models of timing differ on two fundamental issues, the form of the representation and the content of learning. First, regarding the representation of time some models assume a linear encoding, others a logarithmic encoding. Second, regarding the content of learning cognitive models assume that the a...
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| Formato: | article |
| Idioma: | eng |
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2013
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| Texto completo: | http://hdl.handle.net/1822/52344 |
| País: | Portugal |
| Oai: | oai:repositorium.sdum.uminho.pt:1822/52344 |