In the study of animal timing over the last 100 years, we identify three different periods, each characterized by a distinct activity. In the first period, researchers brought timing into the laboratory and explored its multiple expressions empirically. In the second period, the growing body of empirical findings inspired researchers to develop a plethora of timing models that vary in theoretical orientation, scope, depth, and quantitative explicitness. We argue that it is now the time to advance towards a third period, wherein researchers select models by comparing them with one another and with data. We make our case by contrasting how the scalar expectancy theory and the learning-to-time model conceive of temporal memory and learning both in concurrent timing tasks and in retrospective timing tasks. We identify four problems related to the structure of temporal memory and to the rules of temporal learning that challenge these models and that should drive the next steps in modeling the timing abilities of animals. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

中文翻译：

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时间对比时间模型：时间记忆的结构。

在过去 100 年的动物时间研究中，我们确定了三个不同的时期，每个时期都以不同的活动为特征。在第一阶段，研究人员将计时带入实验室，并通过经验探索其多种表达方式。在第二个时期，越来越多的实证研究结果激发了研究人员开发了大量的时序模型，这些模型在理论方向、范围、深度和定量明确性方面各不相同。我们认为，现在是进入第三个时期的时候了，在这个时期，研究人员通过将模型相互比较以及与数据进行比较来选择模型。我们通过对比标量期望理论和学习时间模型如何在并发定时任务和回顾性定时任务中构想时间记忆和学习来提出我们的案例。我们确定了四个与时间记忆结构和时间学习规则相关的问题，这些问题挑战了这些模型，并且应该推动动物计时能力建模的下一步。（PsycInfo 数据库记录 (c) 2022 APA，保留所有权利）。