Effects of punishment and @entity1314 on a phylogenetically old form of knowledge acquisition, procedural learning, were studied to test J. A. Gray's 1970, 1987, 1991) theory of @entity148 . Broad measures of @entity1314 (extraversion, E.; @entity663 , N; and psychoticism, P) and specific measures of trait @entity148 ( @entity148 ) and impulsivity (Imp) were taken. Punishment led to response invigoration, reducing reaction time latency, but this was not related to @entity1314 . A negative correlation of P and learning was observed in both punishment and control conditions. In support of Gray's theory, high @entity148 improved learning under punishment (and impaired learning under control), and low @entity148 improved learning under control (and impaired learning under punishment). These data are contrasted with H.J. Eysenck's (1967) arousal theory of @entity1314 . Results point to a new behavioral tool with which researchers can explore further the interaction of reinforcement, arousal, and @entity1314 .

Personality, punishment, and procedural learning: a test of J.A. Gray's XXXX theory.

@entity1314 :: ('MESH:D010554', 'Disease') :: ['personality'] @entity148 :: ('MESH:D001008', 'Disease') :: ['anxiety', 'Anx'] @entity663 :: ('MESH:C564323', 'Disease') :: ['neuroticism']
@entity148 :: (MESH:D001008,Disease) :: ['anxiety']
