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background\udLearned irrelevance (LIRR) represents one of the mechanisms\udof attentional set-shifting and refers to the inability\udto attend to, or to learn about, any aspect of a stimulus\udpreviously experienced as irrelevant. Although it has been\udextensively studied in the context of clinical populations,\udnot much is known about LIRR effects in relation to normal\udvariation in individual differences. The present study\udwas designed to assess how temperamental factors may\udmodulate LIRR.\udparticipants and procedures\udSixty-eight healthy volunteers performed a visual discrimination\udlearning task modelled after Wisconsin Card Sorting\udTest. To test the susceptibility to learned irrelevance,\udparticipants were expected to shift their attention either to\uda dimension that prior to the extra-dimensional shift was\udcompletely irrelevant, or to a dimension that was previously\udpartly correlated with reinforcement. Temperamental\udtraits were assessed using the Formal Characteristics of Behaviour-\udTemperament Inventory (Zawadzki & Strelau, 1997).\udIntelligence level was stratified according to Raven’s Advanced\udProgressive Matrices (Raven, Raven, & Court, 2003).\udresults\udLow level of Briskness and high level of Perseverance were\udrelated to enhanced susceptibility to LIRR. High levels\udof Activity and Emotional Reactivity were related to the\udpoorer performance on the extra-dimensional set-shifting.\udNo effects of other temperament characteristics or intelligence\udon LIRR were observed.\udconclusions\udThe results confirm a strong variation in LIRR related to\udindividual differences in temperament, which appears to\udbe unrelated to DA function. Our results highlight the importance\udof considering individual differences in studies\udon cognitive control

Temperamental variation in learned irrelevance in humans