Temporal predictability facilitates causal learning.

[Correction Notice: An erratum for this article was reported in Vol 140(3) of Journal of Experimental Psychology: General (see record 2011-16270-001). Figure 2 (p. 759) contained an error. The corrected figure appears in the correction.] Temporal predictability refers to the regularity or consistency of the time interval separating events. When encountering repeated instances of causes and effects, we also experience multiple cause–effect temporal intervals. Where this interval is constant it becomes possible to predict when the effect will follow from the cause. In contrast, interval variability entails unpredictability. Three experiments investigated the extent to which temporal predictability contributes to the inductive processes of human causal learning. The authors demonstrated that (a) causal relations with fixed temporal intervals are consistently judged as stronger than those with variable temporal intervals, (b) that causal judgments decline as a function of temporal uncertainty, and (c) that this effect remains undiminished with increased learning time. The results therefore clearly indicate that temporal predictability facilitates causal discovery. The authors considered the implications of their findings for various theoretical perspectives, including associative learning theory, the attribution shift hypothesis, and causal structure models. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Correction to Son (2010).

Reports an error in "Metacognitive control and the spacing effect" by Lisa K. Son (Journal of Experimental Psychology: Learning, Memory, and Cognition, 2010[Jan], Vol 36[1], 255-262). In the article “Metacognitive Control and the Spacing Effect,” by Lisa K. Son (Journal of Experimental Psychology: Learning, Memory, and Cognition, 2010, Vol. 36, No. 1, pp. 255–262), lenient scores were reported instead of strict scores in two Performance Data sections of the text. The strict scores were correctly used in the analyses and figures. On page 259, the data corrections are as follows: The mean level of performance for items that were massed was 17.3 rather than 27.48, whereas that of spaced items was 30.6 rather than 34.02. The mean performance for those items in which a spacing schedule was imposed was 22.6 rather than 28.90, and the mean for the massed items was 21.9 rather than 27.48. On page 260, the data corrections are as follows: The mean for the massed items was 5.0 rather than 10.3; for spaced items, the mean was 29.3 rather than 36.2. Children using the forced spacing strategy had a mean performance of 11.7 rather than 20.7. This mean score was still almost double that of the forcibly massed items, M = 5.2 rather than 11.1. (The following abstract of the original article appeared in record 2009-24668-018.) This study investigates whether the use of a spacing strategy absolutely improves final performance, even when the learner had chosen, metacognitively, to mass. After making judgments of learning, adult and child participants chose to mass or space their study of word pairs. However, 1/3 of their choices were dishonored. That is, they were forced to mass after having chosen to space and forced to space after having chosen to mass. Results showed that the spacing effect obtained for both adults and children when choices were honored. However, using a spacing strategy when it was in disagreement with the participant’s own choice, or forced, did not enhance performance for the adults (Experiment 1). And although performance was enhanced for the children (beyond massing strategies), it was not as good as when the spacing decisions were self-chosen (Experiment 2). The data suggest that although spacing is an effective strategy for learning, it is not universal, particularly when the strategy is not chosen by the learner. In short, metacognitive control is often crucial and should be honored. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Mikels et al. (2010).

Reports an error in "Following your heart or your head: Focusing on emotions versus information differentially influences the decisions of younger and older adults" by Joseph A. Mikels, Corinna E. L?ckenhoff, Sam J. Maglio, Laura L. Carstensen, Mary K. Goldstein and Alan Garber (Journal of Experimental Psychology: Applied, 2010[Mar], Vol 16[1], 87-95). The wrong author order was listed. The correct order is presented in the erratum. (The following abstract of the original article appeared in record 2010-06152-007.) Research on aging has indicated that whereas deliberative cognitive processes decline with age, emotional processes are relatively spared. To examine the implications of these divergent trajectories in the context of health care choices, we investigated whether instructional manipulations emphasizing a focus on feelings or details would have differential effects on decision quality among younger and older adults. We presented 60 younger and 60 older adults with health care choices that required them to hold in mind and consider multiple pieces of information. Instructional manipulations in the emotion-focus condition asked participants to focus on their emotional reactions to the options, report their feelings about the options, and then make a choice. In the information-focus condition, participants were instructed to focus on the specific attributes, report the details about the options, and then make a choice. In a control condition, no directives were given. Manipulation checks indicated that the instructions were successful in eliciting different modes of processing. Decision quality data indicate that younger adults performed better in the information-focus than in the control condition whereas older adults performed better in the emotion-focus and control conditions than in the information-focus condition. Findings support and extend extant theorizing on aging and decision making as well as suggest that interventions to improve decision-making quality should take the age of the decision maker into account. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Baumann & Bonner (2011).

Reports an error in "The effects of expected group longevity and expected task difficulty on learning and recall: Implications for the development of transactive memory" by Michael R. Baumann and Bryan L. Bonner (Group Dynamics: Theory, Research, and Practice, , , np). An error was introduced during the production process. On article page 8, column 1 line 6 through column 2 line 2, the statement “…the main effect of expected longevity was significant only in the same expertise condition…” is incorrect. The effect found was for expected difficulty, not expected longevity. (The following abstract of the original article appeared in record 2011-09189-001.) The ability to effectively coordinate with others is a vital component of group success. It is often useful to base this coordination on expectations derived from perceived expertise (transactive memory; Wegner, 1986). Yet, the value of coordination overall and specific coordination strategies vary by task. We argue that the benefit of applying a task-appropriate coordination strategy increases with the number of trials of the task performed (expected longevity), and that the most beneficial strategy varies by task difficulty. We, therefore, predict that coordination increases with expected longevity and that the form of coordination (increased or decreased duplication) depends on expected task difficulty. To test these predictions we manipulate expectations of longevity and difficulty among individuals expecting to work with a partner on a memory task. The predicted relationships are found for both learning and recall. The implications of these findings for the development of transactive memory are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Correction to Van Braeckel et al. (2010).

Reports an error in "Difference rather than delay in development of elementary visuomotor processes in children born preterm without cerebral palsy: A quasi-longitudinal study" by Koenraad Van Braeckel, Phillipa R. Butcher, Reint H. Geuze, Maritje A. J. van Dujin, A. F. Bos and Anke Bourma (Neuropsychology, 2010[Jan], Vol 24[1], 90-100). In the current article the names of authors Marijtje A. J. van Duijn and Anke Bouma were misspelled as Maritje A. J. van Dujin and Anke Bourma, respectively. The online versions of this article have been corrected. (The following abstract of the original article appeared in record 2010-00119-012.) Follow-up studies of preterm children without serious neonatal medical complications have consistently found poor visuomotor and visuospatial skills. In the first round of current follow-up study, we found a deficit in elementary visuomotor processes in preterm children without Cerebral Palsy (CP). To determine whether the development of these processes was delayed or different, we carried out a quasi-longitudinal study in which kinematic characteristics of pointing movements in 7- to 11-year-old preterm born children without CP and in an age-matched full-term group were analyzed. Multi-level analysis suggested a difference rather than a delay in the preterm born group: we found a regression around 8 years of age in the control but not in the preterm group. To our knowledge, this study is the first to provide longitudinal data confirming this regression in the development of movement control in typically developing children. Our results are also consistent in suggesting that elementary visuomotor processes are less efficient in preterm born children without CP: their movements were either slower or less accurate. While these differences were subtle, they persisted until 11 years of age. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Rydell et al. (2010).

Reports an error in "The effect of negative performance stereotypes on learning" by Robert J. Rydell, Michael T. Rydell and Kathryn L. Boucher (Journal of Personality and Social Psychology, 2010[Dec], Vol 99[6], 883-896). There is an error in the first paragraph of the Results section on page 886. The third sentence in this paragraph reads “As predicted, the stereotype threat manipulation did not affect women's learning of mathematical rules presented before the instructions, F (1, 57) = 0.68, p = .41, ηp2 = .01; however, women in the stereotype threat condition learned fewer mathematical rules presented after the instructions than did women in the control condition, F (1, 57) = 3.96, p = .05, ηp2 = .07.” Given the data, the second part of the sentence should have read “however, women in the stereotype threat condition showed a non-significant trend towards learning fewer mathematical rules presented after the instructions than did women in the control condition, F (1, 57) = 3.56, p = .064, ηp2 = .06.” (The following abstract of the original article appeared in record 2010-20715-001.) Stereotype threat (ST) research has focused exclusively on how negative group stereotypes reduce performance. The present work examines if pejorative stereotypes about women in math inhibit their ability to learn the mathematical rules and operations necessary to solve math problems. In Experiment 1, women experiencing ST had difficulty encoding math-related information into memory and, therefore, learned fewer mathematical rules and showed poorer math performance than did controls. In Experiment 2, women experiencing ST while learning modular arithmetic (MA) performed more poorly than did controls on easy MA problems; this effect was due to reduced learning of the mathematical operations underlying MA. In Experiment 3, ST reduced women's, but not men's, ability to learn abstract mathematical rules and to transfer these rules to a second, isomorphic task. This work provides the first evidence that negative stereotypes about women in math reduce their level of mathematical learning and demonstrates that reduced learning due to stereotype threat can lead to poorer performance in negatively stereotyped domains. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Correction to Guillot et al. (2010).

Reports an error in Effects of alcohol on tests of executive functioning in men and women: A dose response examination by Casey R. Guillot, Jennifer R. Fanning, Joshua S. Bullock, Michael S. McCloskey and Mitchell E. Berman (Experimental and Clinical Psychopharmacology, 2010[Oct], Vol 18[5], 409-417). This article contained errors in the text. These errors are explained and corrected in the correction. (The following abstract of the original article appeared in record 2010-21046-003.) Alcohol has been shown to affect performance on tasks associated with executive functioning. However, studies in this area have generally been limited to a single dose or gender or have used small sample sizes. The purpose of this study was to provide a more nuanced and systematic examination of alcohol's effects on commonly used tests of executive functioning at multiple dosages in both men and women. Research volunteers (91 women and 94 men) were randomly assigned to one of four drink conditions (alcohol doses associated with target blood alcohol concentrations of .000%, .050%, .075%, and .100%). Participants then completed three tasks comprising two domains of executive functioning: two set shifting tasks, the Trail Making Test and a computerized version of the Wisconsin Card Sorting Task, and a response inhibition task, the GoStop Impulsivity Paradigm. Impaired performance on set shifting tasks was found at the .100% and .075% dosages, but alcohol intoxication did not impair performance on the GoStop. No gender effects emerged. Thus, alcohol negatively affects set shifting at moderately high levels of intoxication in both men and women, likely attributable to alcohol's interference with prefrontal cortex function. Although it is well established that alcohol negatively affects response inhibition as measured by auditory stop-signal tasks, alcohol does not appear to exert a negative effect on response inhibition as measured by the GoStop, a visual stop-signal task. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Correction to Schneider and Logan (2006).

Reports an error in "Hierarchical Control of Cognitive Processes: Switching Tasks in Sequences" by Darryl W. Schneider and Gordon D. Logan (Journal of Experimental Psychology: General, 2006[Nov], Vol 135[4], 623-640). Two task transitions were classified incorrectly in Table 7 (p. 634). The task transition at Serial Position 1 for sequence switches of the AABB sequence should be TR instead of TS. The task transition at Serial Position 1 for sequence switches of the ABBA sequence should be TS instead of TR. Two sections of text in the Results and Discussion section of Experiment 4 were affected by the misclassifications. The corrected text is provided for the Error rate analysis section (pp. 634-635) and the RT analysis section (p.635). These corrections do not alter any of the conclusions drawn from the original text. (The following abstract of the original article appeared in record 2006-20327-009.) Hierarchical control of cognitive processes was studied by examining the relationship between sequence- and task-level processing in the performance of explicit, memorized task sequences. In 4 experiments, switch costs in task-switching performance were perturbed by sequence initiation times that varied with sequence complexity, preparation time, and type of sequence transition (repetition or switch). Hierarchical control was inferred from these sequence initiation time effects and the recurrent finding of no switch cost at the first serial position across sequences, the point at which sequence-level processes are likely active in maintaining or instantiating a hierarchical control structure in working memory. These findings resonate with past research on motor programs and serial memory and provide new insights into the concepts of task set and control. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to McCartney et al. (2010).

Reports an error in "Testing a series of causal propositions relating time in child care to children’s externalizing behavior" by Kathleen McCartney, Margaret Burchinal, Aliso Clarke-Stewart, Kristen L. Bub, Margaret T. Owen and Jay Belsky (Developmental Psychology, 2010[Jan], Vol 46[1], 1-17). On the first page of the article “Testing a Series of Causal Propositions Relating Time in Child Care to Children’s Externalizing Behavior,” by Kathleen McCartney, Margaret Burchinal, Alison Clarke- Stewart, Kristen L. Bub, Margaret T. Owen, Jay Belsky, and the NICHD Early Child Care Research Network (Developmental Psychology, 2010, Vol. 46, No. 1, pp. 1–17), author Alison Clarke- Stewart’s name was misspelled as Aliso Clarke-Stewart. In addition, the e-mail address listed for the corresponding author Kathleen McCartney is incorrect. The correct e-mail address is: kathleen_mccartney@gse.harvard.edu. The online versions of this article have been corrected. (The following abstract of the original article appeared in record 2009-24671-001.) Prior research has documented associations between hours in child care and children’s externalizing behavior. A series of longitudinal analyses were conducted to address 5 propositions, each testing the hypothesis that child care hours causes externalizing behavior. Data from the National Institute of Child Health and Human Development Early Child Care Research Network (NICHD) Study of Early Child Care and Youth Development were used in this investigation because they include repeated measures of child care experiences, externalizing behavior, and family characteristics. There were 3 main findings. First, the evidence linking child care hours with externalizing behavior was equivocal in that results varied across model specifications. Second, the association between child care hours and externalizing behavior was not due to a child effect. Third, child care quality and proportion of time spent with a large group of peers moderated the effects of child care hours on externalizing behavior. The number of hours spent in child care was more strongly related to externalizing behavior when children were in low-quality child care and when children spent a greater proportion of time with a large group of peers. The magnitude of associations between child care hours and externalizing behavior was modest. Implications are that parents and policymakers must take into account that externalizing behavior is predicted from a constellation of variables in multiple contexts. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Annetta (2010).

Reports an error in The “I's” have it: A framework for serious educational game design by Leonard A. Annetta (Review of General Psychology, 2010[Jun], Vol 14[2], 105-112). The final acceptance date was incorrect. The final acceptance date should be January 15, 2010. (The following abstract of the original article appeared in record 2010-11858-006.) Serious educational games have become a topic that has seen increased popularity in recent years. This article describes lessons learned and a framework for people interested in designing educational games. Although there are many critical components of a quality educational game, a nested model of 6 elements for educational game design is presented. These nested elements are grounded in research and theory in both education and psychology, along with instructional technology and the learning sciences. The 6 elements of educational game design are derived from several studies on game design and development from Grade 5 through graduate school. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Holland (2004).

Reports an error in the original article "Relations Between Pavlovian-Instrumental Transfer and Reinforcer Devaluation," by Peter C. Holland (Journal of Experimental Psychology: Animal Behavior Processes, 2004, Vol. 30, No. 2, pp. 104-117). On page 113, there were two errors in Panel D of Figure 4. First, the three bars labeled O1 were exchanged with those labeled O2. Second, the error bars (±SEMs) were omitted for baseline responding. The correct panel is provided. (The following abstract of this article originally appeared in record 2004-12429-003.) Relations between posttraining reinforcer devaluation and Pavlovian-instrumental transfer were examined in 2 experiments. When a single reinforcer was used, extended training of the instrumental response increased transfer but reduced devaluation effects. When multiple instrumental reinforcers were used, both reinforcer-specific transfer and devaluation effects were less influenced by the amount of instrumental training. Finally, although reinforcer devaluation decreased both Pavlovian conditioned responses and baseline instrumental responding, it had no effect on either single-reinforcer or reinforcer-specific transfer. These results indicate that transfer and reinforcer devaluation can reflect different aspects of associative learning and that the nature of associative learning can be influenced by parameters such as the amount of training and the use of multiple reinforcers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Stolorow (2006).

Reports an error in "Heidegger's investigative method in Being and Time" by Robert D. Stolorow (Psychoanalytic Psychology, 2006 Sum, Vol 23[3], 594-602). The sentence on p. 599 should read as follows: "Heidegger makes crystal clear that by Being-in he does not mean a categorial relationship in which one present-at-hand entity is spatially contained inside another present-at-hand entity." (The following abstract of the original article appeared in record 2006-09622-011.) This article explores Heidegger's investigative method--which the author sees as a unique blending of phenomenology, hermeneutics, and contextualism--and its relationship to its subject matter, the meaning of Being. The unity of Heidegger's investigative method and its subject matter is seen to mirror the contextual whole whose basic structure as Being-in-the-world his investigation unveils. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Nunes and Kramer (2009).

Reports an error in "Experience-based mitigation of age-related performance declines: Evidence from air traffic control" by Ashley Nunes and Arthur F. Kramer (Journal of Experimental Psychology: Applied, 2009[Mar], Vol 15[1], 12-24). In the article, the URL published for the supplemental material was incorrect. The correct URL is http://dx.doi.org/10.1037/a0014947.supp (The following abstract of the original article appeared in record 2009-03685-002.) Previous research has found age-related deficits in a variety of cognitive processes. However, some studies have demonstrated age-related sparing on tasks where individuals have substantial experience, often attained over many decades. Here, the authors examined whether decades of experience in a fast-paced demanding profession, air traffic control (ATC), would enable older controllers to perform at high levels of proficiency. The authors also investigated whether older controllers would show diminished age-related decrements on domain-relevant cognitive abilities. Both young and old controllers and noncontrollers performed a battery of cognitive and ATC tasks. Results indicate that although high levels of experience can reduce the magnitude of age-related decline on the component processes that underlie complex task performance, this sparing is limited in scope. More important, however, the authors observed experience-based sparing on simulated ATC tasks, with the sparing being most evident on the more complex air traffic control tasks. These results suggest that given substantial experience, older adults may be quite capable of performing at high levels of proficiency on fast-paced demanding real-world tasks. The implications of these findings for global skilled labor shortages are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Thau and Mitchell (2010).

Reports an error in "Self-gain or self-regulation impairment? Tests of competing explanations of the supervisor abuse and employee deviance relationship through perceptions of distributive justice" by Stefan Thau and Marie S. Mitchell (Journal of Applied Psychology, , , np). The note to Table 10 on p. 1024 inadvertently referred to PYM as the path from ego depletion to deviant employee behaviors. The note instead should have referred to PYM as the path from intrusive thoughts to deviant employee behaviors. (The following abstract of the original article appeared in record 2010-16976-001.) Two competing explanations for deviant employee responses to supervisor abuse are tested. A self-gain view is compared with a self-regulation impairment view. The self-gain view suggests that distributive justice (DJ) will weaken the abusive supervision–employee deviance relationship, as perceptions of fair rewards offset costs of abuse. Conversely, the self-regulation impairment view suggests that DJ will strengthen the relationship, as experiencing abuse drains self-resources needed to maintain appropriate behavior, and this effect intensifies when employees receive inconsistent information about their organizational membership (fair outcomes). Three field studies using different samples, measures, and designs support the self-regulation impairment view. Two studies found that the Abusive Supervision × DJ interaction was mediated by self-regulation impairment variables (ego depletion and intrusive thoughts). Implications for theory and research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Ford and Collins (2010).

Reports an error in "Self-esteem moderates neuroendocrine and psychological responses to interpersonal rejection" by Máire B. Ford and Nancy L. Collins (Journal of Personality and Social Psychology, 2010[Mar], Vol 98[3], 405-419). This article contained a misspelling in the last name of the first author in the below reference. The complete correct reference is included. The online version of the article has been corrected. (The following abstract of the original article appeared in record 2010-02829-005.) In this study, the authors investigated self-esteem as a moderator of psychological and physiological responses to interpersonal rejection and tested an integrative model detailing the mechanisms by which self-esteem may influence cognitive, affective, and physiological responses. Seventy-eight participants experienced an ambiguous interpersonal rejection (or no rejection) from an opposite sex partner in the context of an online dating interaction. Salivary cortisol was assessed at 5 times, and self-reported cognitive and affective responses were assessed. Compared with those with high self-esteem, individuals with low self-esteem responded to rejection by appraising themselves more negatively, making more self-blaming attributions, exhibiting greater cortisol reactivity, and derogating the rejector. Path analysis indicated that the link between low self-esteem and increased cortisol reactivity was mediated by self-blame attributions; cortisol reactivity, in turn, mediated the link between low self-esteem and increased partner derogation. Discussion centers on the role of self-esteem as part of a broader psychobiological system for regulating and responding to social threat and on implications for health outcomes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Nilsen and Bourassa (2008).

Reports an error in "Word-learning performance in beginning readers" by Elizabeth Nilsen and Derrick Bourassa (Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 2008[Jun], Vol 62[2], 110-116). In the article, "Word-Learning Performance in Beginning Readers" by Elizabeth Nilsen and Derrick Bourassa (Canadian Journal of Experimental Psychology, 2008, Vol. 62, No. 2, pp. 110-116), part of the Appendix was inadvertently left out. The Appendix appears in this correction in its entirety. The printer regrets this error. (The following abstract of the original article appeared in record 2008-06986-004.) This investigation examined word-learning performance in beginning readers. The children learned to read words with regular spelling-sound mappings (e.g., snake) more easily than words with irregular spelling-sound mappings (e.g., sword). In addition, there was an effect of semantics: Children learned to read concrete words (e.g., elbow) more successfully than abstract words (e.g., temper). Trial-by-trial learning indicated that children made greater use of the regularity and semantic properties at later trials as compared with early trials. The influence of cognitive skills (paired associate learning and phonological awareness) on word-learning performance was also examined. Regression analyses revealed that whereas paired associate learning skills accounted for unique variance in the children's learning of both regular and irregular words, phonological awareness accounted for unique variance only in the acquisition of regular words. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Foerde et al. (2008).

Reports an error in "Selective corticostriatal dysfunction in schizophrenia: Examination of motor and cognitive skill learning" by Karin Foerde, Russell A. Poldrack, Barbara J. Knowlton, Fred W. Sabb, Susan Y. Bookheimer, Robert M. Bilder, Don Guthrie, Eric Granholm, Keith H. Nuechterlein, Stephen R. Marder and Robert F. Asarnow (Neuropsychology, 2008[Jan], Vol 22[1], 100-109). Table 1 on page 102 should have included the BPRS Depression-Anxiety subscale score 9.00 (3.99) under the column heading Schiz pts. Table displays means with standard deviations in parentheses. (The following abstract of the original article appeared in record 2008-00382-011.) [Correction Notice: An erratum for this article was reported in Vol 22(2) of Neuropsychology (see record 2008-02526-002). The DOI for the supplemental materials was printed incorrectly. The correct DOI is as follows: http://dx.doi.org/10.1037/0894-4105.22.1.100.supp.] It has been suggested that patients with schizophrenia have corticostriatal circuit dysfunction (Carlsson & Carlsson, 1990). Skill learning is thought to rely on corticostriatal circuitry and different types of skill learning may be related to separable corticostriatal loops (Grafton, Hazeltine, & Ivry, 1995; Poldrack, Prabhakaran, Seger, & Gabrieli, 1999). The authors examined motor (Serial Reaction Time task, SRT) and cognitive (Probabilistic Classification task, PCT) skill learning in patients with schizophrenia and normal controls. Development of automaticity was examined, using a dual task paradigm, across three training sessions. Patients with schizophrenia were impaired at learning on the PCT compared to controls. Performance gains of controls occurred within the first session, whereas patients only improved gradually and never reached the performance level of controls. In contrast, patients were not impaired at learning on the SRT relative to controls, suggesting that patients with schizophrenia may have dysfunction in a specific corticostriatal subcircuit. (PsycINFO Database Record (c) 2010 APA, all rights reserved)