Damathmari, Siri Srinivasa2020-11-012020-11-012019http://hdl.handle.net/2440/128744This item is only available electronically.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 processingHonours; PsychologyThesis