Doctor of Philosophy (Phd) / Despite an abundance of evidence demonstrating that the temporal relationship between events is a key factor in an organism learning an association between those events, a general theoretical account of temporal contiguity has remained elusive. A particular question that has received little attention is whether behaviour established with strong contiguity can be maintained when contiguity is weakened. The primary aims of this thesis were to examine the mechanisms underlying both the effects of contiguity on learning in rats and humans and the maintenance effect described above. The experiments reported in this thesis demonstrated that rats’ lever-pressing for food/sucrose acquired with immediate reinforcement persisted when a trace/delay that would have prevented acquisition was subsequently introduced, provided the lever was a valid signal for reinforcement. In classical conditioning with a 10-second trace, rats performed magazine-entry during lever-insertion (goal-tracking) instead of lever-pressing (sign-tracking); with zero-trace, rats both sign- and goal-tracked if lever-insertion time was 10 seconds, while goal-tracking dominated with 5-second lever-insertion time. Furthermore, while it was found that context-US associations may interfere with CS-US learning, context conditioning did not contribute to the retardation of sign-tracking in trace conditioning. Overall, these results are consistent with the theory that a localisable manipulandum that signals an appetitive outcome with strong contiguity acquires hedonic value, and that such hedonic value drives lever-pressing behaviour that is resistant to changes in the conditions of reinforcement. Human performance in a conditioned suppression task was inversely related to trace interval, but this apparent contiguity effect was at least partially mediated by the number of distractors during the trace interval, as predicted by Revusky’s concurrent interference theory. Furthermore, some transfer of conditioned suppression was observed when the trace was subsequently lengthened. Despite the different explanations proposed to account for rat and human performance in these experiments, the results suggest that the effects of contiguity on learning may be driven by similar underlying mechanisms across species.

Doctor of Philosophy (Phd) / Despite an abundance of evidence demonstrating that the temporal relationship between events is a key factor in an organism learning an association between those events, a general theoretical account of temporal contiguity has remained elusive. A particular question that has received little attention is whether behaviour established with strong contiguity can be maintained when contiguity is weakened. The primary aims of this thesis were to examine the mechanisms underlying both the effects of contiguity on learning in rats and humans and the maintenance effect described above. The experiments reported in this thesis demonstrated that rats’ lever-pressing for food/sucrose acquired with immediate reinforcement persisted when a trace/delay that would have prevented acquisition was subsequently introduced, provided the lever was a valid signal for reinforcement. In classical conditioning with a 10-second trace, rats performed magazine-entry during lever-insertion (goal-tracking) instead of lever-pressing (sign-tracking); with zero-trace, rats both sign- and goal-tracked if lever-insertion time was 10 seconds, while goal-tracking dominated with 5-second lever-insertion time. Furthermore, while it was found that context-US associations may interfere with CS-US learning, context conditioning did not contribute to the retardation of sign-tracking in trace conditioning. Overall, these results are consistent with the theory that a localisable manipulandum that signals an appetitive outcome with strong contiguity acquires hedonic value, and that such hedonic value drives lever-pressing behaviour that is resistant to changes in the conditions of reinforcement. Human performance in a conditioned suppression task was inversely related to trace interval, but this apparent contiguity effect was at least partially mediated by the number of distractors during the trace interval, as predicted by Revusky’s concurrent interference theory. Furthermore, some transfer of conditioned suppression was observed when the trace was subsequently lengthened. Despite the different explanations proposed to account for rat and human performance in these experiments, the results suggest that the effects of contiguity on learning may be driven by similar underlying mechanisms across species.

There is an increasing interest in using video games as a means to deliver training to individuals learning new skills or tasks. However, current research lacks a clear method of developing effective instructional material when these games are used as training tools and explaining how gameplay may affect learning. The literature contains multiple approaches to training and GBT but generally lacks a foundational-level and theoretically relevant approach to how people learn specifically from video games and how to design instructional guidance within these gaming environments. This study investigated instructional delivery within GBT. Video games are a form of multimedia, consisting of both imagery and sounds. The Cognitive Theory of Multimedia Learning (CTML; Mayer 2005) explicitly describes how people learn from multimedia information, consisting of a combination of narration (words) and animation (pictures). This study empirically examined the effects of the modality and temporal contiguity principles on learning in a game-based virtual environment. Based on these principles, it was hypothesized that receiving either voice or embedded training would result in better performance on learning measures. Additionally, receiving a combination of voice and embedded training would lead to better performance on learning measures than all other instructional conditions. A total of 128 participants received training on the role and procedures related to the combat lifesaver - a non-medical soldier who receives additional training on combat-relevant lifesaving medical procedures. Training sessions involved an instructional presentation manipulated along the modality (voice or text) and temporal contiguity (embedded in the game or presented before gameplay) principles. Instructional delivery was manipulated in a 2x2 between-subjects design with four instructional conditions: Upfront-Voice, Upfront-Text, Embedded-Voice, and Embedded-Text. Results indicated that: (1) upfront instruction led to significantly better retention performance than embedded instructional regardless of delivery modality; (2) receiving voice-based instruction led to better transfer performance than text-based instruction regardless of presentation timing; (3) no differences in performance were observed on the simple application test between any instructional conditions; and (4) a significant interaction of modality-by-temporal contiguity was obtained. Simple effects analysis indicated differing effects along modality within the embedded instruction group, with voice recipients performing better than text (p = .012). Individual group comparisons revealed that the upfront-voice group performed better on retention than both embedded groups (p = .006), the embedded-voice group performed better on transfer than the upfront text group (p = .002), and the embedded-voice group performed better on the complex application test than the embedded-text group (p =.012). Findings indicated partial support for the application of the modality and temporal contiguity principles of CTML in interactive GBT. Combining gameplay (i.e., practice) with instructional presentation both helps and hinders working memory's ability to process information. Findings also explain how expanding CTML into game-based training may fundamentally change how a person processes information as a function of the specific type of knowledge being taught. Results will drive future systematic research to test and determine the most effective means of designing instruction for interactive GBT. Further theoretical and practical implications will be discussed.

Multimedia theory has generated a number of principles and guidelines to support computer-based training (CBT) design. However, the cognitive processes responsible for learning, from which these principles and guidelines stem from, are only indirectly derived by focusing on cognitive learning outcome differences. Unfortunately, the effects that cognitive processes have on learning are based on the assumption that cognitive learning outcomes are indicative of certain cognitive processes. Such circular reasoning is what prompted this dissertation. Specifically, this dissertation looked at the notion of referential connections, which is a prevalent cognitive process that is thought to support knowledge acquisition in a multimedia CBT environment. Referential connections, and the related cognitive mechanisms supporting them, are responsible for creating associations between verbal and visual information; as a result, their impact on multimedia learning is theorized to be far reaching. Therefore, one of the main goals of this dissertation was to address the issue of indirectly assessing cognitive processes by directly measuring referential connections to (a) verify the presence of referential connections, and (b) to measure the extent to which referential connections affect cognitive learning outcomes. To achieve this goal, a complete review of the prevalent multimedia theories was brought fourth. The most important factors thought to be influencing referential connections were extracted and cataloged into variables that were manipulated, fixed, covaried, or randomized to empirically examine the link between referential connections and learning. Specifically, this dissertation manipulated referential connections by varying the temporal presentation of modalities and the color coding of instructional material. Manipulating the temporal presentation of modalities was achieved by either presenting modalities simultaneously or sequentially. Color coding manipulations capitalized on pre-attentive highlighting and pairing of elements (i.e., pairing text with corresponding visuals). As such, the computer-based training varied color coding on three levels: absence of color coding, color coding without pairing text and corresponding visual aids, and color coding that also paired text and corresponding visual aids. The modalities employed in the experiment were written text and static visual aids, and the computer-based training taught the principles of flight to naive participants. Furthermore, verbal and spatial aptitudes were used as covariates, as they consistently showed to affect learning. Overall, the manipulations were hypothesized to differentially affect referential connections and cognitive learning outcomes, thereby altering cognitive learning outcomes. Specifically, training with simultaneously presented modalities was hypothesized to be superior, in terms of referential connections and learning performance, to a successive presentation, and color coding modalities with pairing of verbal and visual correspondents was hypothesized to be superior to other forms of color coding. Finally, it was also hypothesized that referential connections would positively correlate with cognitive learning outcomes and, indeed, mediate the effects of temporal contiguity and color coding on learning. A total of 96 were randomly assigned to one of the six experimental groups, and were trained on the principles of flight. The key construct of referential connections was successfully measured with three methods. Cognitive learning outcomes were captured by a traditional declarative test and by two integrative (i.e., knowledge application) tests. Results showed that the two multimedia manipulation impacted cognitive learning outcomes and did so through corresponding changes of related referential connections (i.e., through mediation). Specifically, as predicted, referential connections mediated the impact of both temporal contiguity and color coding on lower- and higher-level cognitive learning outcomes. Theoretical and practical implications of the results are discussed in relation to computer-based training design principles and guidelines. Specifically, theoretical implications focus on the contribution that referential connections have on multimedia learning theory, and practical implications are brought forth in terms of instructional design issues. Future research considerations are described as they relate to further exploring the role of referential connections within multimedia CBT paradigms.