Corr P J, Pickering A D, Gray J A
Department of Psychology, Goldsmiths College, University of London, England.
J Pers Soc Psychol. 1997 Aug;73(2):337-44. doi: 10.1037//0022-3514.73.2.337.
Effects of punishment and personality on a phylogenetically old form of knowledge acquisition, procedural learning, were studied to test J. A. Gray's 1970, 1987, 1991) theory of anxiety. Broad measures of personality (extraversion, E.; neuroticism, N; and psychoticism, P) and specific measures of trait anxiety (Anx) and impulsivity (Imp) were taken. Punishment led to response invigoration, reducing reaction time latency, but this was not related to personality. A negative correlation of P and learning was observed in both punishment and control conditions. In support of Gray's theory, high Anx improved learning under punishment (and impaired learning under control), and low Anx improved learning under control (and impaired learning under punishment). These data are contrasted with H.J. Eysenck's (1967) arousal theory of personality. Results point to a new behavioral tool with which researchers can explore further the interaction of reinforcement, arousal, and personality.
研究了惩罚和人格对一种系统发育古老的知识获取形式——程序学习的影响，以检验J.A.格雷在1970年、1987年和1991年提出的焦虑理论。采用了广泛的人格测量指标（外向性，E；神经质，N；精神质，P）以及特质焦虑（Anx）和冲动性（Imp）的具体测量指标。惩罚导致反应增强，缩短了反应时潜伏期，但这与人格无关。在惩罚和控制条件下均观察到P与学习呈负相关。为支持格雷的理论，高Anx在惩罚条件下提高了学习效果（在控制条件下损害了学习效果），而低Anx在控制条件下提高了学习效果（在惩罚条件下损害了学习效果）。这些数据与H.J.艾森克（1967）的人格唤醒理论形成对比。结果指向一种新的行为工具，研究人员可以用它进一步探索强化、唤醒和人格之间的相互作用。
