Figure 6.

The role of dopamine in modulating feedback-based learning was examined by testing patients with Parkinson’s disease PD either ‘on’ or ‘off’ dopaminergic medication. (A) Using the feedback-learning task of Figure 4A, patients tested ‘on’ medication – but not ‘off’ - were impaired at learning relative to healthy controls (CON). This impairment was selective to a concurrently learned condition, where error and feedback processing demands were high. (B) When tested on a low-feedback version, medicated patients were not impaired relative to matched controls (Shohamy et al., 2006).