Effects of task complexity and verbal evaluation on the learning of normals and schizophrenics

Tested the relative predictive powers of 3 theories of schizophrenia: S. A. Mednick's (see 33:5) drive theory; E. H. Rodnick and N. Garmezy's censure-deficit theory; and R. Atkinson and N. M. Robinson's (see 36:4) censure-sensitivity theory. 30 normals, 30 process schizophrenics, and 30 reactive schizophrenics were each run in a low- and high-complexity verbal discrimination task. 1/2 of each group was praised for correct responses, 1/2 censured for incorrect ones. While normals did not respond differentially to the reinforcers, schizophrenics tended to learn faster when censured than when praised, supporting Atkinson and Robinson. The performance decrement from the low- to the high-complexity task was equivalent for all groups, which is nonsupportive of Mednick's theory. An alternative explanation of the results is offered and a cautious interpretation of the data is urged due to medication differences between normals and schizophrenics. (16 ref.)