Reinforcement, Arousal and Temporal Factors in Procedural Learning A Test of Eysenck's and Gray's Personality Theories
Reinforcement, Arousal and Temporal Factors in Procedural Learning A Test of Eysenck's and Gray's Personality Theories
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DOI：
10.1027/1614-0001/a000008
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发表时间：
2010-01-01
影响因子：
1.4
通讯作者：
Corr, Philip J.
中科院分区：
文献类型：
--
作者：
Beattie, Elaine K.;Corr, Philip J.
一项研究强化和人格对程序性学习任务影响的实验验证了h.j.艾森克（1968,1979）关于恐惧发展的孵化理论，该理论与休息暂停期间的“回忆”效应有关。我们将艾森克基于唤醒的人格预测与J. A. Gray的人格强化敏感性理论（RST）进行了对比。测量外向性(E)、神经质(N)和特质焦虑。参与者在两种训练条件中的一种下，在惩罚或控制（无强化）下完成了6个单元的程序学习任务：(a)间隔训练（第一次训练4个单元，随后在24小时和5天后的两次训练中重新测试一个单元）；或者(b)集中训练（在一次训练中完成6个部分的任务）。结果表明，在惩罚条件下，高特质焦虑导致两种训练条件下的学习能力增强；然而，艾森克基于唤醒的人格理论并没有预测到这种增长，相反，高度焦虑以与RST预测一致的方式促进了学习。间隔训练和大规模训练没有效果：在两种情况下，程序学习在测试过程中都有所增加。结果不支持艾森克关于回忆是人格功能的预测，但表明在惩罚下学习能力得到增强，这与RST对高度焦虑的预测一致。讨论了这些数据对当前人格理论的影响。
An experiment examining the effects of reinforcement and personality on a procedural learning task tested H. J. Eysenck's (1968, 1979) incubation theory of the development of fear, relating to a "reminiscence" effect during a rest pause. Eysenck's arousal-based personality predictions for enhanced learning were contrasted with J. A. Gray's reinforcement sensitivity theory (RST) of personality. Measures of Extraversion (E) and Neuroticism (N) and Trait Anxiety were taken. Participants completed six blocks of a procedural learning task, under either punishment or control (no reinforcement) in one of two training conditions: (a) spaced training (four blocks of the task in the first session followed by retest on one block in two subsequent sessions, 24 h and 5 days later); or (b) massed training (six blocks of the task in a single session). Results showed that, under punishment, high trait anxiety led to enhanced learning in both training conditions; however, this increase was not predicted by Eysenck's arousal-based personality theory, but rather high anxiety facilitated learning in a manner consistent with RST predictions. There was no effect of spaced vs. mass training: Procedural learning increased over the course of the testing sessions under both conditions. Results failed to support Eysenck's predictions for reminiscence as a function of personality but suggested that learning was enhanced under punishment in line with RST's predictions for high anxiety. The implications of these data for current theories of personality are discussed.