Relevant bibliographies by topics / Schizophrenia. Learning, Psychology of

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Schizophrenia. Learning, Psychology of'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Schizophrenia. Learning, Psychology of"

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Gold, James M., Gina Rehkemper, Sidney W. Binks, Constance J. Carpenter, Kirsten Fleming, Terry E. Goldberg, and Daniel R. Weinberger. "Learning and forgetting in schizophrenia." Journal of Abnormal Psychology 109, no. 3 (2000): 534–38. http://dx.doi.org/10.1037/0021-843x.109.3.534.

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Horan, William P., Michael F. Green, Barbara J. Knowlton, Jonathan K. Wynn, Jim Mintz, and Keith H. Nuechterlein. "Impaired implicit learning in schizophrenia." Neuropsychology 22, no. 5 (2008): 606–17. http://dx.doi.org/10.1037/a0012602.

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MATSUI, MIÉ, HIROMI YUUKI, KANADE KATO, and MASAYOSHI KURACHI. "Impairment of memory organization in patients with schizophrenia or schizotypal disorder." Journal of the International Neuropsychological Society 12, no. 5 (September 2006): 750–54. http://dx.doi.org/10.1017/s1355617706060905.

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Verbal learning and the organization of memory in patients with schizophrenia or schizotypal disorder were compared with normal subjects. Three indices of memory organization (semantic clustering, serial clustering, and subjective clustering) were calculated from participants' responses on the Japanese Verbal Learning Test. Schizophrenic and schizotypal patients showed similar decrements in semantic organization compared with normal subjects. Neither patient group showed any effect of learning on their use of semantic organization, although both groups recalled more items as the number of trials increased. These results suggest that impairment of memory organization is a common characteristic of schizophrenia spectrum disorders (JINS, 2006, 12, 750–754.)
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SEIDMAN, LARRY J., WILLIAM S. STONE, ROSALIND JONES, ROBERT H. HARRISON, and ALLAN F. MIRSKY. "Comparative effects of schizophrenia and temporal lobe epilepsy on memory." Journal of the International Neuropsychological Society 4, no. 4 (July 1998): 342–52. http://dx.doi.org/10.1017/s1355617798003427.

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The goal of this study was to further characterize episodic memory functioning in schizophrenia. This study compared verbal and visual learning and memory performance in (1) patients with schizophrenia (N = 35), (2) patients with temporal lobe epilepsy (TLE; N = 30), and (3) normal controls (N = 25). Results indicated significant memory impairments in patients with schizophrenia and TLE. “Savings” score measures of memory decay showed that the loss of information in schizophrenia and TLE was approximately equal, and quantitatively mild compared to that found in most neurologic groups with memory disorders. The severe difficulty shown by the schizophrenia group on a task of incidental recall suggested that the absence of instructional set added to a vulnerability to memory deficit. In contrast, relatively mildly impaired performance on paired associate learning suggested that patients with schizophrenia benefited from retrieval cues, multiple trials, and short (nonsupraspan) informational loads. Because patients with schizophrenia consisted of a relatively nonchronic sample with a mean IQ of 99.7, their memory disorder could not be attributed to schizophrenic dementia, nor was it accounted for by other potential confounds. Patients with schizophrenia, even those relatively early in the course of illness, have a mild episodic memory disorder. (JINS, 1998, 4, 342–352.)
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Goldberg, Terry E., E. Fuller Torrey, James M. Gold, J. Daniel Ragland, Llewellyn B. Bigelow, and Daniel R. Weinberger. "Learning and memory in monozygotic twins discordant for schizophrenia." Psychological Medicine 23, no. 1 (February 1993): 71–85. http://dx.doi.org/10.1017/s0033291700038861.

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SynopsisLearning and memory were assessed in 24 monozygotic (MZ) pairs of individuals discordant for schizophrenia or delusional disorder and seven normal pairs of MZ twins. On declarative memory tasks, the affected group displayed a pattern that might best be characterized as dysmnesic in that they performed significantly worse than the discordant unaffected group on story recall, paired associated learning, and visual recall of designs, but they learned over time, had relatively preserved recognition memory, and did not show profoundly accelerated rates of forgetting. Effortful, volitional retrieval from the lexicon, measured by verbal fluency, was also compromised in the affected group. On the other hand, procedural learning of the motor skill in a pursuit rotor task was relatively intact in the affected group. Comparisons of the normal group and unaffected group indicated that the latter group had very mild impairments in some aspects of episodic memory, namely, immediate and delayed recall of stories and delayed recall of designs. It is highly unlikely that the impairments observed in the affected group can be attributed to differences in genome, family environment, socioeconomic circumstance, or educational opportunity, as all of these were controlled by the twin paradigm. Rather, the impairments appear to be related to the intercession of disease. The neuropsychological profile is consistent with frontal lobe and medial temporal lobe dysfunction, as noted in this sample as well as other samples of schizophrenic singletons. Significant correlations between many measures of memory and global level of social and vocational functioning within the discordant group were also found. Thus difficulties in rapidly acquiring new information and propitiously retrieving old information may burden patients with schizophrenia in many of the transactions of everyday life.
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Sheffield, Julia M., Holger Mohr, Hannes Ruge, and Deanna M. Barch. "Disrupted Salience and Cingulo-Opercular Network Connectivity During Impaired Rapid Instructed Task Learning in Schizophrenia." Clinical Psychological Science 9, no. 2 (February 16, 2021): 210–21. http://dx.doi.org/10.1177/2167702620959341.

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Rapid instructed task learning (RITL) is the uniquely human ability to transform task information into goal-directed behavior without relying on trial-and-error learning. RITL is a core cognitive process supported by functional brain networks. In patients with schizophrenia, RITL ability is impaired, but the role of functional network connectivity in these RITL deficits is unknown. We investigated task-based connectivity of eight a priori network pairs in participants with schizophrenia ( n = 29) and control participants ( n = 31) during the performance of an RITL task. Multivariate pattern analysis was used to determine which network connectivity patterns predicted diagnostic group. Of all network pairs, only the connectivity between the cingulo-opercular network (CON) and salience network (SAN) during learning classified patients and control participants with significant accuracy (80%). CON-SAN connectivity during learning was significantly associated with task performance in participants with schizophrenia. These findings suggest that impaired interactions between identification of salient stimuli and maintenance of task goals contributes to RITL deficits in participants with schizophrenia.
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Kingdon, David G. "Surviving Schizophrenia or Learning to Cope With It." Contemporary Psychology: A Journal of Reviews 42, no. 10 (October 1997): 906–7. http://dx.doi.org/10.1037/000098.

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Sheffield, Julia M., Hannes Ruge, Sridhar Kandala, and Deanna M. Barch. "Rapid instruction-based task learning (RITL) in schizophrenia." Journal of Abnormal Psychology 127, no. 5 (July 2018): 513–28. http://dx.doi.org/10.1037/abn0000354.

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Sartory, Gudrun, Anja Thom, Judith Griese, Donald Young, Mario Butorac, Allessandra Pokraja-Bulian, and Martina Sendula. "Lack of Insight and Concomitant Neuro- psychological Deficits in Schizophrenia." Zeitschrift für Neuropsychologie 12, no. 1 (February 2001): 54–60. http://dx.doi.org/10.1024//1016-264x.12.1.54.

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Abstract: Lack of insight is a core pathological feature of schizophrenia. It has been assumed to be part of the dysregulation of executive dysfunction evident in this disorder. Lack of insight has also been found to be associated with amnestic disorders. As schizophrenia is additionally characterized by memory deficits, we investigated which of the two cognitive impairments - executive dysfunction or memory deficits - accounted better for lack of insight in this disorder. Eighty-one chronic schizophrenic patients and 38 healthy control probands took part in the study. The patients were recruited in Canada, the UK, Germany and Croatia. Patients were assessed with regard to clinical symptoms and the awareness of mental illness; both groups were administered neuropsychological tests of verbal memory, verbal learning, and executive function. Schizophrenic patients performed less well than healthy controls in all areas of cognitive function. Multiple regression analyses revealed that lack of awareness of schizophrenic disorder is best accounted for by poor verbal memory and disorganization.
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Weiler, Julia A., Christian Bellebaum, Martin Brüne, Georg Juckel, and Irene Daum. "Impairment of probabilistic reward-based learning in schizophrenia." Neuropsychology 23, no. 5 (2009): 571–80. http://dx.doi.org/10.1037/a0016166.

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Dissertations / Theses on the topic "Schizophrenia. Learning, Psychology of"

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Edwards, Kimberly. "Patterns of Change in Semantic Clustering in Schizophrenia Spectrum Disorders: What Can it Tell Us about the Nature of Clustering Deficits." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2906/.

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Semantic clustering has been used as a measure of learning strategies in a number of clinical populations and has been found to be deficient in individuals with Schizophrenia, but less attention has been paid to the dynamic use of this strategy over the course of fixed-order learning trials. In the current study, we examined this pattern of clustering use over trials in a sample of individuals with Schizophrenia, and explored whether the addition of this dynamic information would help us to better predict specific executive deficits. Results suggested that a decrease in semantic clustering across trials was associated with some executive deficits in the predicted manner. Nonetheless, the overall semantic clustering index generally proved more effective for the purposes, suggesting that in this population, the addition of dynamic information in strategy use is not likely to add considerably to clinical prediction and understanding.
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Akrill, Tracy. "Caring for individuals with learning disabilities and schizophrenia." Thesis, University of Warwick, 2002. http://wrap.warwick.ac.uk/3077/.

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This thesis is concerned with staff carers of individuals with a learning disability and a diagnosis of schizophrenia. To date this group of carers have received no attention from researchers. This is in contrast to a vast body of literature, which has established the psychological impact of care giving on the relatives of patients with a diagnosis of schizophrenia, without a learning disability. The term ‘schizophrenia’ has been used throughout this thesis. This reflects the use of psychiatric diagnoses in the body research and clinical literature, which has guided the development of the current study. The first paper critically reviews the application of attribution theory to the study of relatives’ coping responses to schizophrenia and the associated symptomatology. The literature review has been prepared for submission to Schizophrenia Bulletin (see Appendix B for Instructions to Authors). The brief research paper reports on the development of the Attributions for Schizophrenia Questionnaire (ASchizQ) and a preliminary investigation with staff carers of individuals with a mild learning disability and a diagnosis of schizophrenia. This paper has been prepared for submission to the Journal of Applied Research in Intellectual Disabilities (see Appendix C for Instructions to Authors). The main research paper focuses on the application of attribution theory to staff caring for individuals with a mild learning disability and diagnosis of schizophrenia. It examines the relationship between staff carers’ causal attributions about schizophrenia and the associated symptomatology and their current coping styles. This paper has been prepared for submission to the British Journal of Clinical Psychology (see Appendix D for Instructions to Authors). Finally, the research review describes some of my experiences and observations of conducting research with carers of individuals with a mild learning disability and a diagnosis schizophrenia.
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Chan, Chi-wan Tracey, and 陳緻韻. "Reward learning impairments in patients with first-episode schizophrenia-spectrum disorder." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/209481.

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Reward learning refers to outcome-based learning that involves selecting optimal response choices from feedback which facilitate adaptive behavior. It is believed that reward learning paradigm represents a promising translational target in schizophrenia research. Previous studies generated relatively consistent evidence of rapid learning deficits but mixed findings on gradual learning deficits. Reward learning impairments were also associated with symptoms as well as antipsychotics treatment. The current study aimed to investigate the reward learning impairments and its longitudinal change in patients with first-episode schizophrenia spectrum disorder. A total of 34 patients and 36 healthy control participants were recruited. Patients and controls were matched in terms of age, sex, and education level. All participants were assessed twice: at baseline and after one year. For each assessment time point, data were collected on demographics, clinical and treatment characteristics. Participants were asked to complete a battery of cognitive assessments and two reward learning tasks: the Gain vs. loss-avoidance task and the Go-NoGo task. Patients and controls were compared in terms of cross-sectional reward learning performance at baseline and follow-up. Correlates of reward deficits were examined, and longitudinal analyses were conducted to investigate change of reward learning performance over time. At baseline, it was found that patients had significant rapid learning deficit in win-stay (learning from positive feedback) and gradual learning deficits in learning from both positive and negative feedback. Reward-driven learning impairments were more robust. At one-year follow-up, patients continued to have significant rapid learning deficit in win-stay and gradual learning deficits in learning from negative feedback. Longitudinal analyses demonstrated that patients had significant decrease in win-stay rate in training phase and significantly lower accuracy for punishment-driven stimuli across assessment time points. No deficits in representing expected reward value of stimuli or Go response bias were demonstrated. Correlations were found between different symptom domains (negative symptoms, positive symptoms) and reward learning impairments. Current findings regarding rapid and gradual learning deficits in patients with first-episode schizophrenia spectrum disorder were partially in keeping with that of previous studies. Discrepant findings across studies may be attributable to different sample characteristics in terms of illness chronicity and symptoms severity. The current study provided valuable information regarding the longitudinal change of reward learning deficits in early psychosis patients.
published_or_final_version
Psychiatry
Master
Master of Philosophy
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Seippel, Camilla S. "Comparison of Implicit Thought and Learning in Individuals with Schizophrenia." Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1502277391159439.

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Andre, Jessica Marie. "Uncovering the Role of the Hippocampus in the Transitive Inference Task Utilizing Pharmacological and Genetic Manipulations: Implications for Patients with Schizophrenia." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/122455.

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Psychology
Ph.D.
Patients with schizophrenia show a number of cognitive deficits that may be related to abnormal hippocampal physiology and function. One such cognitive deficit is in transitive inference. Simply stated, transitive inference is the ability to infer A > C after directly learning A > B and B > C. The hippocampus has been implicated in transitive inference as lesions of the hippocampus in C57BL/6 mice after initial training and testing impairs transitive inference. Likewise, lesions of the hippocampus in rats prior to training also impair transitive inference. However, lesions of the whole hippocampus are not able to specifically examine the role of the dorsal versus ventral hippocampus in this task. This is important because studies suggest that the dorsal and ventral poles of the hippocampus may be functionally different. The present experiment used reversible inactivation of the dorsal and ventral hippocampus to examine the role of these structures in transitive inference. Mice were trained to learn that A>B, B>C, C>D, and D>E during training phases and then were tested to show if they learned that A>E (the novel control pairing) and that B>D (the novel pairing which requires transitive inference) during test sessions. Following these test sessions, cannulae were inserted into the hippocampus and the mice were allowed 5 days to recover. After the recovery period, mice underwent 4 more test sessions. The GABAA agonist muscimol or saline was infused into the dorsal or ventral hippocampus thirty minutes before each test session. The mice which received muscimol infusion into the dorsal hippocampus performed similarly to controls on the novel control pairing (A>E) but were significantly impaired on the novel pairing (B>D) which required transitive inference. The DBA/2 strain of mice have altered hippocampal function and has been used to model schizophrenia. The study also compared performance of DBA/2J and C57BL/6J inbred mice in TI, and foreground and background fear conditioning, which both involve the hippocampus. Separate mice were then trained with two different fear conditioning paradigms. For background fear conditioning, mice are trained with two paired presentations of a conditioned stimulus (CS, 30 second, 85 dB white noise) and an unconditioned stimulus (US, 2 second, 0.57 mA foot shock). Mice are then tested the next day for both freezing to the training context. Foreground fear conditioning differed in that the mice were presented with only the shocks during training. DBA/2J mice performed significantly worse than the C57BL/6J in both foreground and background fear conditioning and transitive inference. These results provide further support for the role of the dorsal hippocampus in transitive inference. Moreover, these results may help provide a better understanding of the cognitive deficits associated with schizophrenia.
Temple University--Theses
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Phillips, Jennifer M. "Effects of clozapine and alprazolam on cognitive deficits and anxiety-like behaviors in a ketamine-induced rat model of schizophrenia /." Download the dissertation in PDF, 2005. http://www.lrc.usuhs.mil/dissertations/pdf/Phillips2005.pdf/.

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Chin, Sammantha. "The Conceptualization of Schizophrenia by Siblings of Individuals with Schizophrenia." Thesis, Roosevelt University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10750967.

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The purpose of this qualitative study was to understand how siblings of individuals with schizophrenia understand the symptoms and problems that an individual diagnosed with schizophrenia experiences. Although there is, as of yet, no consensual model of normalcy or of psychopathology, models are important because they have implications for clinical practice. In regards to schizophrenia specifically, clinicians and researchers have asserted the importance of the family in the development and course of the disorder. Siblings may offer a unique viewpoint as they may experience or have experienced sub-clinical schizophrenia-related symptoms themselves.

Five individuals who have a sibling diagnosed with schizophrenia were interviewed about how they conceptualize their siblings’ experiences and problems. The interviews were analyzed with Interpretative Phenomenological Analysis. A total of sixteen emergent themes from the interviews are discussed, some of which include very different, still the same; struggle to understand; “that thing;” “vigilant, careful, cautious;” still love and care; and alienation from self and others. Several components of the themes indicate that participants had both a categorical and a dimensional model of their siblings’ problems. Future research regarding gaining a greater understanding of how people conceptualize the problems and experiences of those diagnosed with schizophrenia and clinical applications are also discussed.

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Mar, Corinne Mei. "Selective attention in schizophrenia /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487945015617482.

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Molefi, Stanley. "Families’ experiences with schizophrenia." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2567.

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Thesis (MA (Psychology))--University of Stellenbosch, 2009.
ENGLISH ABSTRACT: Families of people with schizophrenia often experience difficult challenges when it comes to dealing with this illness. Contemporary researchers suggest that families often take on the task of caring for their ill relatives with limited resources and support. Mental health professionals often fail to include the families in the treatment of their relatives. Although psychoeducation has been shown to be an important process that helps not only the families but relatives as well, mental health professionals commonly do not involve families in such activities. This study explored the experiences of families of people with schizophrenia and their subsequent contact with mental health professionals, as well as their understanding of schizophrenia as a mental disorder. To this end, a small sample of 10 families (four Xhosa speaking families as well as six Coloured families) was drawn in the Western Cape area on a convenience basis. In each case a family caregiver was interviewed using a semi-structured questionnaire. Data were content analyzed. The findings of the study indicate that families find it difficult to deal with their ill relatives. Families often experience stigma-related incidents because of their relatives. They feel isolated and alone. Families often yearn to receive more information about the illness of their relatives. Also, the contact between mental health professionals and families was reported to be minimal at best. Family members reported that mental health professionals do not include them in the treatment process. Recommendations for further research and practice are made.
AFRIKAANSE OPSOMMING: Die families van mense met skisofrenie kom moeilike uitdagings teë op hul pad met hierdie versteuring. Hedendaagse navorsers vind dat die families gereeld die verantwoordelikheid aanneem om na die siek familielid om te sien met beperkte hulpbronne en ondersteuning. Geestesgesondheidswerkers sluit dikwels nie die families in by die behandeling van hul familielede nie. Alhoewel psigo-opvoeding as 'n belangrike proses erken word, wat nie net die families nie, maar ook die siek familielid help, word dit nie in die praktyk toegepas deur geestesgesondheidwerkers nie. Hierdie studie verken die ervaringe van die families van mense met skisofrenie en hul daaropvolgende kontak met geestesgesondheid werkers, asook hul begrip van skisofrenie as ’n versteuring. Heirvoor is ’n klein steekproef (vier Xhosa-sprekende asook ses Kleurling families) geneem in die Wes-Kaap op ’n gerieflikheidsbasis. In elke geval is ’n semigestruktureerde onderhoud gevoer met ’n familie versorger. Die data is geanaliseer volgens inhoud. Die bevindinge van die studie dui aan dat families dit moeilik vind om hul siek familielede te hanteer. Families ervaar dikwels stigma as gevolg van hul siek familielede. Hulle voel geïsoleerd en alleen. Families smag dikwels daarna om inligting te bekom oor die versteuring van hul familielede. Verder is die kontak tussen families en geestesgesondheidswerkers minimaal ten beste van tye. Families rapporteer dat geestesgesondheid werkers hulle as families nie by die behandelingsproses insluit nie. Voorstelle vir verdure navorsing en die praktyk word gemaak.
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Boyle, Mary. "Schizophrenia : a scientific delusion?" Thesis, University of East London, 1988. http://roar.uel.ac.uk/1268/.

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The validity of claims made about 'schizophrenia' (that it is a scientific concept and that it refers to a syndrome) was assessed in three analyses: of the writings of those said first to have described schizophrenia; of the development of rules for inferring schizophrenia and of 'genetic' research said to be central to the concept's theoretical network. Four major conclusions were drawn: 1. That there was no evidence to support the original introduction of 'schizophrenia', but good evidence that some of the population from which it was derived were suffering from a later-identified neurological disorder. 2. That the rules for inferring schizophrenia have been developed in a manner quite different from the development of concepts in the empirical sciences and in medicine. 3. That there is no evidence that the rules set out in DSM-111 refer either to a syndrome or to any pattern of phenomena and 4. that 'genetic' research has been seriously misrepresented in secondary sources and does not support 'schizophrenia'. A number of factors were discussed as possibly important in explaining the continued use and influence of ‘schizophrenia'. These included the use of popular but fallacious types of argument to defend the concept, the functions it apparently serves for psychiatry and the public, the perceived primacy of biological or dispositional explanations of behaviour and the habits of 'seeing' patterns in unrelated phenomena, of inferring before describing, of reifying constructs and of confusing observation and inference. Finally, the implications of abandoning 'schizophrenia' were discussed and the weak foundations of the distinctions between 'normal, and abnormal' behaviour emphasised. An alternative framework, derived from the experimental analysis of behaviour was suggested and illustrated, both for the analysis of bizarre behaviour and of the conditions under which it is seen as symptomatic of schizophrenia.
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Books on the topic "Schizophrenia. Learning, Psychology of"

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Weiner, Ina, and Robert E. Lubow. Latent inhibition: Cognition, neuroscience, and applications to schizophrenia. Cambridge: Cambridge University Press, 2010.

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O'Donoghue, Donna. Errorless learning and schizophrenia. (s.l: The Author), 2000.

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Frangou, Sophia. Schizophrenia. London: Martin Dunitz, 1996.

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Castle, David J. Schizophrenia. Oxford: Oxford University Press, 2008.

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Frangou, Sophia. Schizophrenia. London: M. Dunitz, 1997.

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F, Buckley Peter, ed. Schizophrenia. Oxford: Oxford University Press, 2008.

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Castle, David J. Schizophrenia. Oxford: Oxford University Press, 2008.

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The psychology of schizophrenia. Edinburgh: Churchill Livingstone, 1985.

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Jones, Peter B. Schizophrenia. London: Mosby, 2003.

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Clinical neuropsychological foundations of schizophrenia. New York, NY: Psychology Press, 2012.

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Book chapters on the topic "Schizophrenia. Learning, Psychology of"

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McGuffin, Patrick W., and Randall L. Morrison. "Schizophrenia." In Advanced Abnormal Psychology, 315–34. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4757-0345-0_16.

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Salyers, Michelle P., and Kim T. Mueser. "Schizophrenia." In Advanced Abnormal Psychology, 325–53. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4419-8497-5_16.

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Georgaca, Eugenie. "Schizophrenia." In Encyclopedia of Critical Psychology, 1692–97. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_274.

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VandenBos, Gary R. "Schizophrenia." In Encyclopedia of psychology, Vol. 7., 160–63. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10522-065.

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Gottlieb, Jennifer D., and Kim T. Mueser. "Schizophrenia." In Handbook of Clinical Psychology Competencies, 839–76. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-0-387-09757-2_30.

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Yu, Georgia. "Schizophrenia." In Encyclopedia of Cross-Cultural School Psychology, 832–34. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_365.

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Bosco, Francesca M., and Alberto Parola. "Schizophrenia." In Perspectives in Pragmatics, Philosophy & Psychology, 267–90. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-47489-2_11.

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Liberman, R. P., K. T. Mueser, C. J. Wallace, H. E. Jacobs, T. Eckman, and H. K. Massel. "Training Skills in the Psychiatrically Disabled: Learning Coping and Competence." In Schizophrenia, 193–216. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-74308-5_10.

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Spring, Bonnie J., Lisa Weinstein, Martin Lemon, and Alison Haskell. "Schizophrenia from Hippocrates to Kraepelin." In Clinical Psychology, 259–77. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4757-9715-2_10.

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Poling, Alan, Henry Schlinger, Stephen Starin, and Elbert Blakely. "Learning." In Psychology, 127–56. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4615-7694-5_6.

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Conference papers on the topic "Schizophrenia. Learning, Psychology of"

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Just, Sandra, Erik Haegert, Nora Kořánová, Anna-Lena Bröcker, Ivan Nenchev, Jakob Funcke, Christiane Montag, and Manfred Stede. "Coherence models in schizophrenia." In Proceedings of the Sixth Workshop on Computational Linguistics and Clinical Psychology. Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/w19-3015.

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Sari, Novita, and Sofia Retnowati. "Intervention on Marital Satisfaction for Wives of People with Schizophrenia." In International Conference on Psychology. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009447802760283.

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Dmitrieva, Elena, Veronika Knyazeva, Nadezhda Polyakova, Ludmila Stankevich, Anna Volnova, and Aleksander Aleksandrov. "TAAR5 AGONIST INFLUENCED ELECTROPHYSIOLOGICAL SCHIZOPHRENIA BIOMARKERS." In XV International interdisciplinary congress "Neuroscience for Medicine and Psychology". LLC MAKS Press, 2019. http://dx.doi.org/10.29003/m381.sudak.ns2019-15/166.

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Zomick, Jonathan, Sarah Ita Levitan, and Mark Serper. "Linguistic Analysis of Schizophrenia in." In Proceedings of the Sixth Workshop on Computational Linguistics and Clinical Psychology. Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/w19-3009.

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Aranti, Hersa, Elizabeth Kristi Poerwandari, and Agustin Sukarlan Basri. "Schizophrenia Behind the Great Jazz." In Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iciap-18.2019.27.

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Trifu, Simona. "Identity Impairment In Schizophrenia Type Iii (Crown)." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.83.

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Myamlin, Vadim, Vladimir Novototsky-Vlasov, Olga Bolotina, and Anna Kirenskaya. "THE PSYCHOPHYSIOLOGICAL STUDY OF ATTETIONAL DISORDERS IN SCHIZOPHRENIA." In XVI International interdisciplinary congress "Neuroscience for Medicine and Psychology". LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1170.sudak.ns2020-16/340.

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Sabbe, Bernard, Lieve Beheydt, Livia De Picker, Jens Goetschalckx, and Walter Daelemans. "Computational Language Analysis for Assessment of Schizophrenia." In 6th Annual International Conference on Cognitive and Behavioral Psychology (CBP 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2251-1865_cbp17.37.

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Dragoi, Ana Miruna. "Antisocial Personality In Paranoid Schizophrenia - The Forensic Risk." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.82.

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Novitsky, Maxim, Natalia Schneider, Vladislav Bugay, and Regina Nasyrova. "METHODOLOGY FOR DIAGNOSING DEPRESSIVE DISORDERS IN PATIENTS WITH SCHIZOPHRENIA." In XVII INTERNATIONAL INTERDISCIPLINARY CONGRESS NEUROSCIENCE FOR MEDICINE AND PSYCHOLOGY. LCC MAKS Press, 2021. http://dx.doi.org/10.29003/m2257.sudak.ns2021-17/284-285.

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Reports on the topic "Schizophrenia. Learning, Psychology of"

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Can population registry data predict which children with ADHD are at risk of later substance use disorders? ACAMH, July 2020. http://dx.doi.org/10.13056/acamh.12430.

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Abstract:
The first study to examine the potential of machine learning in early prediction of later substance use disorders (SUDs) in youth with ADHD has been published in the Journal of Child Psychiatry and Psychology.
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