Abstract
Acetaminophen has been shown to influence cognitive and affective behavior possibly via alterations in serotonin function. This study builds upon this previous work by examining the relationship between acetaminophen and dual-learning systems, comprising reflective (rule-based) and reflexive (information-integration) processing. In a double-blind, placebo-controlled study, a sample of community-recruited adults (N = 87) were randomly administered acetaminophen (1000 mg) or placebo and then completed reflective-optimal and reflexive-optimal category learning tasks. For the reflective-optimal category learning task, acetaminophen compared to placebo was associated with enhanced accuracy prior to the first rule switch (but not overall accuracy), with needing fewer trials to reach criterion and with a faster learning rate. Acetaminophen modestly attenuated performance on the reflexive-optimal category learning task compared to placebo. These findings indirectly support two positions that have been proposed elsewhere. First, they are consistent with the view that acetaminophen has an influence on the serotonergic system. Second, the findings are consistent with a proposed link between elevated serotonin function and relative dominance of effortful, rule-based processing.
| Language | English (US) |
|---|---|
| Pages | 1029-1035 |
| Number of pages | 7 |
| Journal | Social cognitive and affective neuroscience |
| Volume | 13 |
| Issue number | 10 |
| DOIs | |
| State | Published - Oct 25 2018 |
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ASJC Scopus subject areas
- Experimental and Cognitive Psychology
- Cognitive Neuroscience
Cite this
Acetaminophen enhances the reflective learning process. / Pearson, Rahel; Koslov, Seth; Hamilton, Bethany; Shumake, Jason; Carver, Charles S.; Beevers, Christopher.
In: Social cognitive and affective neuroscience, Vol. 13, No. 10, 25.10.2018, p. 1029-1035.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Acetaminophen enhances the reflective learning process
AU - Pearson, Rahel
AU - Koslov, Seth
AU - Hamilton, Bethany
AU - Shumake, Jason
AU - Carver, Charles S.
AU - Beevers, Christopher
PY - 2018/10/25
Y1 - 2018/10/25
N2 - Acetaminophen has been shown to influence cognitive and affective behavior possibly via alterations in serotonin function. This study builds upon this previous work by examining the relationship between acetaminophen and dual-learning systems, comprising reflective (rule-based) and reflexive (information-integration) processing. In a double-blind, placebo-controlled study, a sample of community-recruited adults (N = 87) were randomly administered acetaminophen (1000 mg) or placebo and then completed reflective-optimal and reflexive-optimal category learning tasks. For the reflective-optimal category learning task, acetaminophen compared to placebo was associated with enhanced accuracy prior to the first rule switch (but not overall accuracy), with needing fewer trials to reach criterion and with a faster learning rate. Acetaminophen modestly attenuated performance on the reflexive-optimal category learning task compared to placebo. These findings indirectly support two positions that have been proposed elsewhere. First, they are consistent with the view that acetaminophen has an influence on the serotonergic system. Second, the findings are consistent with a proposed link between elevated serotonin function and relative dominance of effortful, rule-based processing.
AB - Acetaminophen has been shown to influence cognitive and affective behavior possibly via alterations in serotonin function. This study builds upon this previous work by examining the relationship between acetaminophen and dual-learning systems, comprising reflective (rule-based) and reflexive (information-integration) processing. In a double-blind, placebo-controlled study, a sample of community-recruited adults (N = 87) were randomly administered acetaminophen (1000 mg) or placebo and then completed reflective-optimal and reflexive-optimal category learning tasks. For the reflective-optimal category learning task, acetaminophen compared to placebo was associated with enhanced accuracy prior to the first rule switch (but not overall accuracy), with needing fewer trials to reach criterion and with a faster learning rate. Acetaminophen modestly attenuated performance on the reflexive-optimal category learning task compared to placebo. These findings indirectly support two positions that have been proposed elsewhere. First, they are consistent with the view that acetaminophen has an influence on the serotonergic system. Second, the findings are consistent with a proposed link between elevated serotonin function and relative dominance of effortful, rule-based processing.
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U2 - 10.1093/scan/nsy074
DO - 10.1093/scan/nsy074
M3 - Article
VL - 13
SP - 1029
EP - 1035
JO - Social Cognitive and Affective Neuroscience
T2 - Social Cognitive and Affective Neuroscience
JF - Social Cognitive and Affective Neuroscience
SN - 1749-5024
IS - 10
ER -