Abstract
Paired associate learning performance and strategies were analyzed in terms of learning situations (training vs. 'contextual' and 'noncontextual' transfer), personality factors [Thrill and adventure seeking (TAS) and disinhibition (Dis)] and catecholamine enzyme activity [dopamine-beta-hydroxylase (DBH) and monoamine-oxydase (MAO)]. Performance was better in transfer situations, in high MAO-high DBH subjects (high catecholamine turnover rate?), and as a negative function of DBH (preponderance of dopaminergic activity?). Error patterns of response selection (high omission and low intrusion error rate) were found to be a positive function of contextual transfer, TAS and DBH (high response-contingent noradrenergic activity?).
Published Version
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