In Experiment 1A, we employed a blocked input presentation, that is, all sentences concerning one noun were presented consecutively.
To summarize, the analysis of the results for the old items showed that a blocked input presentation yielded significantly better learning outcomes than a random input presentation.
By demonstrating an effect of structured input presentation, we extend Taraban's (2004, Experiment 3) original findings in several ways.
It is noteworthy that the presentation of the nouns in this version of the children's song is akin to the blocked input presentation employed by Taraban (2004).
Apart from short-term effects on verbal recall, a rhyming or melodic input presentation may have a positive effect on the acquisition of linguistic categories and sequences.
This process of input presentation, activation, settling, and learning is repeated for each of 5,000 random input patterns.
In the absence of a rate code, our results indicate that analog information about airpuff strength was encoded in: (1) the probability and latency distribution of individual CF inputs across repeated stimulus presentations, (2) the amplitude of the stimulus-evoked calcium event in individual PC dendrites, and (3) the level of co-activation of the CF population.
Before modeling the input spikes for any stimulus presentations, a template spike train is generated separately for each presynaptic neuron using equation 4. The actual input spike times for a single stimulus presentation are generated by jittering the spike times in each template with Gaussian noise of mean 0 and variance σ.
At each time period, we determined fry proximity to (i) each other, (ii) the stimulus (for chemical stimulus presentations, we calculated the distance of each fry from the chemical water input tube; for CV presentations, we used the distance of each fry from the nearest adult), (iii) the nearest corner of the test tank, and (iv) the nearest wall of the test tank.
