Information gathered via Pavlovian and Instrumental learning can be integrated to guide behavior, in a phenomenon experimentally known as Pavlovian-to-Instrumental Transfer (PIT). In particular, in appetitive PIT, a reward-associated cue is able to enhance the instrumental response previously associated with the same (outcome-specific PIT), or a similar (general PIT), reward. The PIT effect is increasingly investigated for its numerous implications in clinical contexts as well as daily life situations. Nevertheless, the precise mechanism behind it is not yet clear. The relation between the PIT effect and high-level cognitive abilities - like working memory - is still unknown, but potentially relevant to unveil its functioning. The present study aims to examine the precise relationship between individual differences in working memory and the two forms of PIT effect, namely outcome-specific and general. For this purpose, 100 participants underwent a classical PIT paradigm. Results showed a relationship between individual working memory and outcome-specific PIT, but not general PIT. Importantly, the role of working memory was not related to the acquisition of the learning contingencies, but rather linked to an imbalance between congruent and incongruent choices. The results are discussed in terms of the adaptive and maladaptive implications for human behavior.
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