Half of the data points were inadvertently omitted from the published version of Fig. 4a; the statistical analyses in the text and figure legend, however, do refer to the complete data set. The corrected figure is shown here and has been corrected in the online versions of the paper.In addition, we present additional information to clarify two results reported in the Article regarding plasma pituitary adenylate cyclaseactivating polypeptide (PACAP) levels and post-traumatic stress disorder (PTSD) symptom associations. In the Article, we reported replication of the association between PACAP levels and hyperarousal subscale, because this was the most robust association in the initial cohort. We now present the analyses separately for initial, replication and combined cohorts in Table 1. All associations but one are significant in the replication cohort. The second issue concerns potential medical confounds that could underlie the reported association. Although we do not have medical chart data on most patients, we do have responses from a health questionnaire administered during collection of trauma history and other data. We have now reanalysed the associations for the PTSD symptom scale (PSS) hyperarousal and total symptoms using subjective reports of health condition from the questionnaires as covariates. These data are presented in Table 2 and do not show any effect of health-and illness-related questions on the relationship between PACAP and PTSD symptoms. None of these additions affect the results and conclusions of the original Article.

We analyzed the influence of education and of culture on the neuropsychological profile of an indigenous and a nonindigenous population. The sample included 27 individuals divided into four groups: (a) seven illiterate Maya indigenous participants, (b) six illiterate Pame indigenous participants, (c) seven nonindigenous participants with no education, and (d) seven Maya indigenous participants with 1 to 4 years of education . A brief neuropsychological test battery developed and standardized in Mexico was individually administered. Results demonstrated differential effects for both variables. Both groups of indigenous participants (Maya and Pame) obtained higher scores in visuospatial tasks, and the level of education had significant effects on working and verbal memory. Our data suggested that culture dictates what it is important for survival and that education could be considered as a type of subculture that facilitates the development of certain skills.

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