1Evidence that social and individual learning are at least partially dissociable sustains the belief that 2 humans possess adaptive specialisations for social learning. However, in most extant paradigms, 3 social information comprises an indirect source that can be used to supplement one's own, direct, 4 experience. Thus, social and individual learning differ both in terms of social nature (social versus 5 non-social) and directness (indirect versus direct). To test whether the dissociation between social 6 and individual learning is best explained in terms of social nature or directness, we used a 7 catecholaminergic challenge known to modulate learning. Two groups completed a decision-making 8 task which required direct learning, from own experience, and indirect learning from an additional 9 source. The groups differed in terms of whether the indirect source was social or non-social. The 10 catecholamine transporter blocker, methylphenidate, affected direct learning by improving 11 adaptation to changes in the volatility of the environment but there was no effect of 12 methylphenidate on learning from the social or non-social indirect source. Thus, we report positive 13 evidence for a dissociable effect of methylphenidate on direct and indirect learning, but no evidence 14 for a distinction between social and non-social. These data fail to support the adaptive specialisation 15 view, instead providing evidence for distinct mechanisms for direct versus indirect learning. 16