Disrupted attentional learning in high schizotypy: Evidence of aberrant salience
Disrupted attentional learning in high schizotypy: Evidence of aberrant salience
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DOI：
10.1111/bjop.12175
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发表时间：
2016-11-01
影响因子：
4
通讯作者：
Killcross, Simon
中科院分区：
文献类型：
--
作者：
Haselgrove, Mark;Le Pelley, Mike E.;Killcross, Simon
在两个实验中，研究了注意力的学习变化与模仿型之间的关系。在实验1中，参与者低的负面分量表的automotypy表现出明显的偏见，在公开的注意力对刺激，被确定为预测的审判结果，相对于刺激是不相关的。同样的参与者在学习这些刺激时也表现出偏见，当他们在一个新的背景下呈现。这些影响都没有观察到参与者在高仿形。在实验2中，参与者低的负面子量表的拟似性表现出更快的反应时间对一个目标是线索的刺激，有一个历史的预测有效性相对于刺激，有一个历史的无关性。同样，这种效应在高体型的参与者中不存在。这些结果意味着中断的正常分配的注意力的线索，具有预测意义的拟形。
The relationship between learned variations in attention and schizotypy was examined in two experiments. In Experiment 1, participants low on a negative subscale of schizotypy exhibited an explicit bias in overt attention towards stimuli that were established as predictive of a trial outcome, relative to stimuli that were irrelevant. The same participants also showed a bias in learning about these stimuli when they presented in a novel context. Neither of these effects was observed in participants high in schizotypy. In Experiment 2, participants low on the negative subscale of schizotypy exhibited faster reaction times towards a target that was cued by a stimulus that had a history of predictive validity relative to a stimulus that had a history of irrelevance. Again, this effect was not present in participants high in schizotypy. These results imply a disruption in the normal allocation of attention to cues that have predictive significance in schizotypy.