Individual Differences in Schizotypy and Affect-Related Learning
Date
2019
Authors
Damathmari, Siri Srinivasa
Editors
Advisors
Journal Title
Journal ISSN
Volume Title
Type:
Thesis
Citation
Statement of Responsibility
Conference Name
Abstract
Schizophrenia has been widely linked to cognitive impairments and disruptions in learning. Studies have suggested that poor facial affect processing may underlie the social and interpersonal deficits observed in individuals with the disorder. However, clinical studies have been confounded by the effects of medication and hospitalization. Hence, the current study examines individual differences relating to schizotypy (a personality measure that measures predisposition to schizophrenia-spectrum disorders) and learning about positively and negatively valanced faces. Additionally, relationships between the subscales of schizotypy (as measured by the Schizotypal Personality Questionnaire- Brief Revised Updated) and learning about the affective outcomes is examined. 62 participants completed a battery of tasks which assessed overall learning as well as the relative validity effect, a selective learning paradigm. Although there was insufficient evidence for selective learning and its relationship with schizotypy, it was found that cognitive-perceptual and disorganized dimensions of schizotypy related to greater overall learning about positively valent outcomes whereas the interpersonal dimension of schizotypy was associated with greater overall learning about negatively valent outcomes. Theoretical and clinical implications of these findings are discussed.
Keywords: schizophrenia, schizotypy, affect-related learning, facial affect processing
School/Discipline
School of Psychology
Dissertation Note
Thesis (B.PsychSc(Hons)) -- University of Adelaide, School of Psychology, 2019
Provenance
This electronic version is made publicly available by the University of Adelaide in accordance with its open access policy for student theses.
Copyright in this thesis remains with the author. This thesis may incorporate third party material which has been used by the author pursuant to Fair Dealing exceptions. If you are the author of this thesis and do not wish it to be made publicly available, or you are the owner of any included third party copyright material you wish to be removed from this electronic version, please complete the take down form located at: http://www.adelaide.edu.au/legals
Description
This item is only available electronically.