Journal articles: '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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KERN, R. S., M. F. GREEN, J. MINTZ, and R. P. LIBERMAN. "Does ‘errorless learning’ compensate for neurocognitive impairments in the work rehabilitation of persons with schizophrenia?" Psychological Medicine 33, no. 3 (April 2003): 433–42. http://dx.doi.org/10.1017/s0033291702007298.

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Background. Because neurocognitive impairments of schizophrenia appear to be ‘rate limiting’ in the acquisition of skills for community functioning, it is important to develop efficacious rehabilitative interventions that can compensate for these impairments. Procedures based on errorless learning may facilitate work rehabilitation because they effectively automate training of work and other skills, thereby reducing the cognitive burden on persons with schizophrenia.Method. The present study examined the ability of a training method based on errorless learning to compensate for neurocognitive deficits in teaching two entry-level job tasks (index card filing and toilet-tank assembly) to a sample of 54 unemployed, clinically stable schizophrenic and schizoaffective disorder out-patients. Participants were randomly assigned to one of two training groups, errorless learning v. conventional trial-and-error type instruction. Prior to randomization, all subjects were administered a neurocognitive battery. Job task performance was assessed by percentage accuracy scores immediately after training.Results. For three of the six inter-relationships among neurocognitive functioning and training condition, the pattern was the same: the errorless learning group scored high in job task performance regardless of neurocognitive impairment, whereas the conventional instruction group showed a close correspondence between job task performance and degree of neurocognitive impairment.Conclusions. These findings support errorless learning as a technique that can compensate for neurocognitive deficits as they relate to the acquisition of new skills and abilities in the work rehabilitation of persons with schizophrenia.

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McKirdy, J., J. E. D. Sussmann, J. Hall, S. M. Lawrie, E. C. Johnstone, and A. M. McIntosh. "Set shifting and reversal learning in patients with bipolar disorder or schizophrenia." Psychological Medicine 39, no. 8 (December 24, 2008): 1289–93. http://dx.doi.org/10.1017/s0033291708004935.

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BackgroundBipolar disorder and schizophrenia have both been associated with deficits in extra-dimensional set shifting (EDS). Deficits in reversal learning (RL) have also been shown in schizophrenia but not in bipolar disorder. This study sought to assess the specificity of these findings in a direct comparison of clinically stable patients with each disorder.MethodThe intra-dimensional/extra-dimensional (IDED) set-shifting task, part of the Cambridge Neuropsychological Test Automated Battery (CANTAB), was administered to 30 patients with schizophrenia, 47 with bipolar disorder and a group of 44 unaffected controls. EDS and RL errors were compared between the groups and related to measures of current and past psychiatric symptoms and medication.ResultsBoth groups of patients with schizophrenia or bipolar disorder made more EDS and RL errors than controls. Neither measure separated the two disorders, even when the analysis was restricted to euthymic patients. No relationship was found with prescribed medication.ConclusionsPatients with bipolar disorder or schizophrenia show common deficits in EDS and RL. These deficits do not seem to be attributable to current symptoms and are consistent with disrupted networks involving the ventral prefrontal cortex.

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MEDALIA, A., N. REVHEIM, and M. CASEY. "Remediation of memory disorders in schizophrenia." Psychological Medicine 30, no. 6 (November 2000): 1451–59. http://dx.doi.org/10.1017/s0033291799002913.

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Background. Memory deficits are commonly experienced by patients with schizophrenia, often persist even after effective psychotropic treatment of psychotic symptoms and have been demonstrated to interfere with many aspects of successful psychiatric rehabilitation. Because of significant impact on functional outcome, effective remediation of cognitive deficits has been increasingly cited as an essential component of comprehensive treatment. Efforts to remediate memory deficits have met with circumscribed success, leaving uncertain whether schizophrenia patients can be taught, without experimental induction, independently to employ semantic encoding or a range of other mnemonic techniques.Method. We examined the feasibility of using memory and problem solving teaching techniques developed within educational psychology – techniques which promote intrinsic motivation and task engagement through contextualization and personalization of learning activities – to remediate memory deficits in a group of in-patients with chronic schizophrenia spectrum disorders.Results. Although our memory remediation group significantly improved on the memory remediation task, they did not make greater gains on measures of immediate paragraph recall or list learning than the control groups.Conclusions. Targeted remediation of memory appears to yield task specific improvement but the gains do not generalize to other memory tasks. Subjects receiving memory remediation failed to independently activate mnemonic encoding strategies learned and used successfully within training tasks to other general measures of verbal learning and memory.

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Michel, Laurent, Jean-Marie Danion, Danielle Grangé, and Guy Sandner. "Cognitive skill learning and schizophrenia: Implications for cognitive remediation." Neuropsychology 12, no. 4 (October 1998): 590–99. http://dx.doi.org/10.1037/0894-4105.12.4.590.

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Marvel, Cherie L., Beth M. Turner, Daniel S. O'Leary, Hans J. Johnson, Ronald K. Pierson, Laura L. Boles Ponto, and Nancy C. Andreasen. "The neural correlates of implicit sequence learning in schizophrenia." Neuropsychology 21, no. 6 (2007): 761–77. http://dx.doi.org/10.1037/0894-4105.21.6.761.

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Owens, S. F., M. M. Picchioni, F. V. Rijsdijk, D. Stahl, E. Vassos, A. K. Rodger, D. A. Collier, R. M. Murray, and T. Toulopoulou. "Genetic overlap between episodic memory deficits and schizophrenia: results from The Maudsley Twin Study." Psychological Medicine 41, no. 3 (May 12, 2010): 521–32. http://dx.doi.org/10.1017/s0033291710000942.

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BackgroundVisual and verbal episodic memory deficits are putative endophenotypes for schizophrenia; however, the extent of any genetic overlap of these with schizophrenia is unclear. In this study, we set out to quantify the genetic and environmental contributions to variance in visual and verbal memory performance, and to quantify their genetic relationship with schizophrenia.MethodWe applied bivariate genetic modelling to 280 twins in a classic twin study design, including monozygotic (MZ) and dizygotic (DZ) pairs concordant and discordant for schizophrenia, and healthy control twins. We assessed episodic memory using subtests of the Wechsler Memory Scale – Revised (WMS-R).ResultsGenetic influences (i.e. heritability) contributed significantly to variance in immediate recall of both verbal memory and visual learning, and the delayed recall of verbal and visual memory. Liability to schizophrenia was associated with memory impairment, with evidence of significant phenotypic correlations between all episodic memory measures and schizophrenia. Genetic factors were the main source of the phenotypic correlations for immediate recall of visual learning material; both immediate and delayed recall of verbal memory; and delayed recall of visual memory that, for example, shared genetic variance with schizophrenia, which accounted for 88% of the phenotypic correlation (rph=0.41) between the two.ConclusionsVerbal memory and visual learning and memory are moderately heritable, share a genetic overlap with schizophrenia and are valid endophenotypes for the condition. The inclusion of these endophenotypes in genetic association studies may improve the power to detect susceptibility genes for schizophrenia.

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Field, Colin D., Cherrie Galletly, Deborah Anderson, and Pieter Walker. "Computer-Aided Cognitive Rehabilitation: Possible Application to the Attentional Deficit of Schizophrenia, a Report of Negative Results." Perceptual and Motor Skills 85, no. 3 (December 1997): 995–1002. http://dx.doi.org/10.2466/pms.1997.85.3.995.

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The cognitive deficits associated with schizophrenia commonly include impairment in attention, which may contribute to difficulties with learning, memory, and executive function. This study evaluated the effectiveness of computer-aided training of attentional skills in schizophrenia. Two groups of schizophrenic subjects (9 men and 1 woman) were matched for age, estimated premorbid IQ, and positive and negative symptom scores. Both groups were assessed using a battery of attentional tests. Subjects then received either six 1-hr. computer-aided cognitive rehabilitation sessions (experimental condition) or six sessions of graphics-based computer games (control condition). Both groups were reassessed with attentional measures. There was significant improvement on only one test, a letter-cancellation task. This improvement was evident in both groups suggesting that this was a practise effect. Apart from the letter-cancellation test, subjects undertaking the computer-aided rehabilitation treatment did not show significant improvement on any attentional tasks.

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Romero, R. L., B. W. Palmer, J. D. Evans, J. S. Paulsen, D. V. Jeste, and R. K. Heaton. "Learning impairment in older schizophrenia patients with intact attention." Archives of Clinical Neuropsychology 12, no. 4 (January 1, 1997): 396–97. http://dx.doi.org/10.1093/arclin/12.4.396.

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Kéri, Szabolcs. "Interactive memory systems and category learning in schizophrenia." Neuroscience & Biobehavioral Reviews 32, no. 2 (January 2008): 206–18. http://dx.doi.org/10.1016/j.neubiorev.2007.07.003.

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Manglam, Manglesh Kumar, and Anindya Das. "Verbal learning and memory and psychopathology in schizophrenia." Asian Journal of Psychiatry 6, no. 5 (October 2013): 417–20. http://dx.doi.org/10.1016/j.ajp.2013.05.009.

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Corbett, Lasha, Kenny A. Karyadi, Dominique Kinney, Stephen R. Nitch, Stacey Marie Bayan, and Mark Williams. "Impaired verbal learning in forensic inpatients with Schizophrenia Spectrum Disorder." Applied Neuropsychology: Adult 25, no. 3 (January 10, 2017): 189–96. http://dx.doi.org/10.1080/23279095.2016.1269010.

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Kim, Deoksoon, and Fang Jia. "“Ever wondered what schizophrenia was?”: Students’ digital storytelling about mental disorders." Journal of Curriculum Studies Research 2, no. 2 (November 28, 2020): 144–69. http://dx.doi.org/10.46303/jcsr.2020.14.

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Digital storytelling is a short form of multimedia production that can foster digital literacy and facilitate subject matter learning. This study describes how middle school students learned about mental health by composing digital stories, showing how this also influenced their attitudes toward mental health in their own lives. Using a qualitative multiple-case method, we explored three immigrant students’ digital storytelling in a psychology class. We use a visual grammar derived from systemic functional linguistics to analyze their digital stories, examining representational, relational, configurational, and social functions. Our analysis shows how students chose design elements to reflect their learning about and reactions to mental illness. We analyze how students projected relationships with the audience and how these projected relationships both reflected and influenced their learning and personal development. We conclude that digital storytelling can be an excellent pedagogical tool that allows students to engage both in subject matter learning and self-reflection.

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Hurlemann, R., F. Jessen, M. Wagner, I. Frommann, S. Ruhrmann, A. Brockhaus, H. Picker, et al. "Interrelated neuropsychological and anatomical evidence of hippocampal pathology in the at-risk mental state." Psychological Medicine 38, no. 6 (April 4, 2008): 843–51. http://dx.doi.org/10.1017/s0033291708003279.

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BackgroundVerbal learning and memory deficits are frequent among patients with schizophrenia and correlate with reduced magnetic resonance imaging (MRI) volumes of the hippocampus in these patients. A crucial question is the extent to which interrelated structural-functional deficits of the hippocampus reflect a vulnerability to schizophrenia, as opposed to the disorder per se.MethodWe combined brain structural measures and the Rey Auditory Verbal Learning Test (RAVLT) to assess hippocampal structure and function in 36 never-medicated individuals suspected to be in early (EPS) or late prodromal states (LPS) of schizophrenia relative to 30 healthy controls.ResultsGroup comparisons revealed bilaterally reduced MRI hippocampal volumes in both EPS and LPS subjects. In LPS subjects but not in EPS subjects, these reductions were correlated with poorer performance in RAVLT delayed recall.ConclusionsOur findings suggest progressive and interrelated structural-functional pathology of the hippocampus, as prodromal symptoms and behaviours accumulate, and the level of risk for psychosis increases. Given the inverse correlation of learning and memory deficits with social and vocational functioning in established schizophrenia, our findings substantiate the rationale for developing preventive treatment strategies that maintain cognitive capacities in the at-risk mental state.

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Vanes, Lucy D., Elias Mouchlianitis, Tracy Collier, Bruno B. Averbeck, and Sukhi S. Shergill. "Differential neural reward mechanisms in treatment-responsive and treatment-resistant schizophrenia." Psychological Medicine 48, no. 14 (February 14, 2018): 2418–27. http://dx.doi.org/10.1017/s0033291718000041.

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AbstractBackgroundThe significant proportion of schizophrenia patients refractory to treatment, primarily directed at the dopamine system, suggests that multiple mechanisms may underlie psychotic symptoms. Reinforcement learning tasks have been employed in schizophrenia to assess dopaminergic functioning and reward processing, but these have not directly compared groups of treatment-refractory and non-refractory patients.MethodsIn the current functional magnetic resonance imaging study, 21 patients with treatment-resistant schizophrenia (TRS), 21 patients with non-treatment-resistant schizophrenia (NTR), and 24 healthy controls (HC) performed a probabilistic reinforcement learning task, utilizing emotionally valenced face stimuli which elicit a social bias toward happy faces. Behavior was characterized with a reinforcement learning model. Trial-wise reward prediction error (RPE)-related neural activation and the differential impact of emotional bias on these reward signals were compared between groups.ResultsPatients showed impaired reinforcement learning relative to controls, while all groups demonstrated an emotional bias favoring happy faces. The pattern of RPE signaling was similar in the HC and TRS groups, whereas NTR patients showed significant attenuation of RPE-related activation in striatal, thalamic, precentral, parietal, and cerebellar regions. TRS patients, but not NTR patients, showed a positive relationship between emotional bias and RPE signal during negative feedback in bilateral thalamus and caudate.ConclusionTRS can be dissociated from NTR on the basis of a different neural mechanism underlying reinforcement learning. The data support the hypothesis that a favorable response to antipsychotic treatment is contingent on dopaminergic dysfunction, characterized by aberrant RPE signaling, whereas treatment resistance may be characterized by an abnormality of a non-dopaminergic mechanism – a glutamatergic mechanism would be a possible candidate.

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Siegert, Richard J., Mark Weatherall, and Elliot M. Bell. "Is implicit sequence learning impaired in schizophrenia? A meta-analysis." Brain and Cognition 67, no. 3 (August 2008): 351–59. http://dx.doi.org/10.1016/j.bandc.2008.02.005.

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Leeson, V. C., T. W. Robbins, C. Franklin, M. Harrison, I. Harrison, M. A. Ron, T. R. E. Barnes, and E. M. Joyce. "Dissociation of long-term verbal memory and fronto-executive impairment in first-episode psychosis." Psychological Medicine 39, no. 11 (May 7, 2009): 1799–808. http://dx.doi.org/10.1017/s0033291709005935.

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BackgroundVerbal memory is frequently and severely affected in schizophrenia and has been implicated as a mediator of poor clinical outcome. Whereas encoding deficits are well demonstrated, it is unclear whether retention is impaired. This distinction is important because accelerated forgetting implies impaired consolidation attributable to medial temporal lobe (MTL) dysfunction whereas impaired encoding and retrieval implicates involvement of prefrontal cortex.MethodWe assessed a group of healthy volunteers (n=97) and pre-morbid IQ- and sex-matched first-episode psychosis patients (n=97), the majority of whom developed schizophrenia. We compared performance of verbal learning and recall with measures of visuospatial working memory, planning and attentional set-shifting, and also current IQ.ResultsAll measures of performance, including verbal memory retention, a memory savings score that accounted for learning impairments, were significantly impaired in the schizophrenia group. The difference between groups for delayed recall remained even after the influence of learning and recall was accounted for. Factor analyses showed that, in patients, all variables except verbal memory retention loaded on a single factor, whereas in controls verbal memory and fronto-executive measures were separable.ConclusionsThe results suggest that IQ, executive function and verbal learning deficits in schizophrenia may reflect a common abnormality of information processing in prefrontal cortex rather than specific impairments in different cognitive domains. Verbal memory retention impairments, however, may have a different aetiology.

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Paulsen, Jane S., Robert K. Heaton, Joseph R. Sadek, William Perry, Dean C. Delis, David Braff, Julie Kuck, Sidney Zisook, and Dilip V. Jeste. "The nature of learning and memory impairments in schizophrenia." Journal of the International Neuropsychological Society 1, no. 1 (January 1995): 88–99. http://dx.doi.org/10.1017/s135561770000014x.

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AbstractThe California Verbal Learning Test was used to characterize the learning and memory impairment in schizophrenia (SC) and to evaluate potential clinical and demographic factors associated with this impairment. SC patients (n= 175) performed worse than normal comparison (NC) subjects (n= 229) on all learning, recall, and recognition memory measures. The most important clinical correlates of these impairments were earlier age of onset, more negative symptoms, and greater anticholinergic medication dosage. SC patients showed a prominent retrieval deficit as indicated by disproportionate improvement when tested in a recognition, rather than a free recall, format. A residual impairment seen with recognition testing suggests a mild encoding deficit as well. In contrast, the relative absence of a storage deficit is suggested by the lack of rapid forgetting. Using a discriminant function analysis that differentiates cortical dementia [i.e., Alzheimer's disease (AD)], subcortical dementia [i.e., Huntington's disease (HD)], and normals, it was found that 5070 of the SC patients were classified as having a subcortical memory profile and 35% were classified as having a normal profile, whereas only 15% were classified as having a cortical memory profile. Although these findings reflect the clinical heterogeneity often found in SC, results suggest that most SC patients demonstrate a pattern of learning and memory impairments that resembles the pattern seen in patients with primary subcortical (specifically striatal) pathology. (JINS, 1995,I, 88–99.)

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RÉMILLARD, SOPHIE, EMMANUELLE POURCHER, and HENRI COHEN. "Long-term skill proceduralization in schizophrenia." Journal of the International Neuropsychological Society 16, no. 1 (November 10, 2009): 148–56. http://dx.doi.org/10.1017/s1355617709991123.

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AbstractPrevious studies had revealed no specific effect under haloperidol (typical) and risperidone (atypical) neuroleptic (NLP) treatments for schizophrenia (SZ) on a variety of neurocognitive functions relying on the dopaminergic meso-cortico-limbic system (Rémillard et al., 2005, 2008). Considering the different affinities of D2 dopamine receptors for typical and atypical NLPs, these drugs may differentially affect the functions of the striatum, a determinant brain structure involved in procedural learning. The influence of risperidone (2–6 mg) and haloperidol (2–40 mg) on a nonmotor procedural task involving semantically related pairs of words with inverted letters was investigated in this double-blind study. The performance of 26 patients with SZ, randomly assigned to risperidone or haloperidol, was compared to that of 18 healthy controls at baseline, 3, 6, and 12 months. Results revealed that all patients with SZ exhibited slower reading speed of the word pairs than healthy controls at all assessment periods. In addition, procedural learning – characterized as a significant decrease in the time taken to read aloud the target word pairs – was more impaired in the haloperidol- than in the risperidone-treated group at all assessment periods. Healthy controls showed steady improvement in reading speed over the 12 months of the study, in contrast to SZ patients, who reached a plateau in their capacity to improve mirror-reading skill over time. However, all SZ participants in the study showed near normal learning profiles from exposure to semantic associations embedded in the procedural memory task, providing evidence for the preservation of associative connections in the semantic network of these patients. The observed impairment in procedural learning in SZ may thus reflect, at least in part, the influence of neuroleptic medication on striatal functions. (JINS, 2010, 16, 148–156.)

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Bigdeli, Tim B., Keith H. Nuechterlein, Catherine A. Sugar, Kenneth L. Subotnik, Thomas Kubarych, Michael C. Neale, Kenneth S. Kendler, and Robert F. Asarnow. "Evidence of shared familial factors influencing neurocognitive endophenotypes in adult- and childhood-onset schizophrenia." Psychological Medicine 50, no. 10 (July 31, 2019): 1672–79. http://dx.doi.org/10.1017/s0033291719001715.

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AbstractBackgroundThe aggregation of neurocognitive deficits among the non-psychotic first-degree relatives of adult- and childhood-onset schizophrenia patients suggests that there may be a common etiology for these deficits in childhood- and adult-onset illness. However, there is considerable heterogeneity in the presentation of neurobiological abnormalities, and whether there are differences in the extent of familial transmission for specific domains of cognitive function has not been systematically addressed.MethodsWe employed variance components analysis, as implemented in SOLAR-Eclipse, to evaluate the evidence of familial transmission for empirically derived composite scores representing attention, working memory, verbal learning, verbal retention, and memory for faces. We contrast estimates for adult- and childhood-onset schizophrenia families and matched community control pedigrees, and compare our findings to previous reports based on analogous neurocognitive assessments.ResultsWe observed varying degrees of familial transmission; attention and working memory yielded comparable, significant estimates for adult-onset and community control pedigrees; verbal learning was significant for childhood-onset and community control pedigrees; and facial memory demonstrated significant familial transmission only for childhood-onset schizophrenia. Model-fitting analyses indicated significant differences in familiality between adult- and childhood-onset schizophrenia for attention, working memory, and verbal learning.ConclusionsBy comprehensively assessing a wide range of neurocognitive domains in adult- and childhood-onset schizophrenia families, we provide additional support for specific neurocognitive domains as schizophrenia endophenotypes. Whereas comparable estimates of familial transmission for certain dimensions of cognitive functioning support a shared etiology of adult- and childhood-onset neurocognitive function, observed differences may be taken as preliminary evidence of partially divergent multifactorial architectures.

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Ebdrup, Bjørn H., Martin C. Axelsen, Nikolaj Bak, Birgitte Fagerlund, Bob Oranje, Jayachandra M. Raghava, Mette Ø. Nielsen, Egill Rostrup, Lars K. Hansen, and Birte Y. Glenthøj. "Accuracy of diagnostic classification algorithms using cognitive-, electrophysiological-, and neuroanatomical data in antipsychotic-naïve schizophrenia patients." Psychological Medicine 49, no. 16 (December 18, 2018): 2754–63. http://dx.doi.org/10.1017/s0033291718003781.

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AbstractBackgroundA wealth of clinical studies have identified objective biomarkers, which separate schizophrenia patients from healthy controls on a group level, but current diagnostic systems solely include clinical symptoms. In this study, we investigate if machine learning algorithms on multimodal data can serve as a framework for clinical translation.MethodsForty-six antipsychotic-naïve, first-episode schizophrenia patients and 58 controls underwent neurocognitive tests, electrophysiology, and magnetic resonance imaging (MRI). Patients underwent clinical assessments before and after 6 weeks of antipsychotic monotherapy with amisulpride. Nine configurations of different supervised machine learning algorithms were applied to first estimate the unimodal diagnostic accuracy, and next to estimate the multimodal diagnostic accuracy. Finally, we explored the predictability of symptom remission.ResultsCognitive data significantly classified patients from controls (accuracies = 60–69%;pvalues = 0.0001–0.009). Accuracies of electrophysiology, structural MRI, and diffusion tensor imaging did not exceed chance level. Multimodal analyses with cognition plus any combination of one or more of the remaining three modalities did not outperform cognition alone. None of the modalities predicted symptom remission.ConclusionsIn this multivariate and multimodal study in antipsychotic-naïve patients, only cognition significantly discriminated patients from controls, and no modality appeared to predict short-term symptom remission. Overall, these findings add to the increasing call for cognition to be included in the definition of schizophrenia. To bring about the full potential of machine learning algorithms in first-episode, antipsychotic-naïve schizophrenia patients, carefula priorivariable selection based on independent data as well as inclusion of other modalities may be required.

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Pedersen, Anya, Ansgar Siegmund, Patricia Ohrmann, Fred Rist, Matthias Rothermundt, Thomas Suslow, and Volker Arolt. "Reduced implicit and explicit sequence learning in first-episode schizophrenia." Neuropsychologia 46, no. 1 (January 2008): 186–95. http://dx.doi.org/10.1016/j.neuropsychologia.2007.07.021.

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Purdon, Scot E., Barb Waldie, Neil D. Woodward, Alan H. Wilman, and Phil G. Tibbo. "Procedural learning in first episode schizophrenia investigated with functional magnetic resonance imaging." Neuropsychology 25, no. 2 (2011): 147–58. http://dx.doi.org/10.1037/a0021222.

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Foerde, Karin, Russell A. Poldrack, Barbara J. Knowlton, Fred W. Sabb, Susan Y. Bookheimer, Robert M. Bilder, Don Guthrie, et al. "Selective corticostriatal dysfunction in schizophrenia: Examination of motor and cognitive skill learning." Neuropsychology 22, no. 1 (2008): 100–109. http://dx.doi.org/10.1037/0894-4105.22.1.100.

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Castelluccio, B. C., J. G. Kenney, and J. K. Johannesen. "Individual Alpha Peak Frequency Moderates Transfer of Learning in Cognitive Remediation of Schizophrenia." Journal of the International Neuropsychological Society 26, no. 1 (January 2020): 19–30. http://dx.doi.org/10.1017/s1355617719001243.

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AbstractObjective:Meta-analyses report moderate effects across cognitive remediation (CR) trials in schizophrenia. However, individual responses are variable, with some participants showing no appreciable gain in cognitive performance. Furthermore, reasons for heterogeneous outcome are undetermined. We examine the extent to which CR outcome is attributable to near learning—direct gains in trained cognitive tasks—while also exploring factors influencing far transfer of gains during training to external cognitive measures.Method:Thirty-seven schizophrenia outpatients were classified as CR responders and non-responders according to change in MATRICS Consensus Cognitive Battery composite score following 20 sessions of computer-based training. Metrics of near learning during training, as well as baseline demographic, clinical, cognitive, and electroencephalographic (EEG) measures, were examined as predictors of responder status.Results:Significant post-training improvement in cognitive composite score (Cohen’s d = .41) was observed across the sample, with n = 21 and n = 16 classified as responders and non-responders, respectively. Near learning was evidenced by significant improvement on each training exercise with practice; however, learning did not directly predict responder status. Group-wise comparison of responders and non-responders identified two factors favoring responders: higher EEG individual alpha frequency (IAF) and lower antipsychotic dosing. Tested in moderation analyses, IAF interacted with learning to predict improvement in cognitive outcome.Conclusion:CR outcome in schizophrenia is not directly explained by learning during training and appears to depend on latent factors influencing far transfer of trained abilities. Further understanding of factors influencing transfer of learning is needed to optimize CR efficacy.

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Kuo, Susan S., Jessica A. Wojtalik, Raquelle I. Mesholam-Gately, Matcheri S. Keshavan, and Shaun M. Eack. "Transdiagnostic validity of the MATRICS Consensus Cognitive Battery across the autism-schizophrenia spectrum." Psychological Medicine 50, no. 10 (July 12, 2019): 1623–32. http://dx.doi.org/10.1017/s0033291719001582.

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AbstractBackgroundAutism Spectrum Disorder (ASD) and schizophrenia are neurodevelopmental disorders which share substantial overlap in cognitive deficits during adulthood. However, treatment evaluation in ASD and treatment comparisons across ASD and schizophrenia are limited by a dearth of empirical work establishing the validity of a standard cognitive battery across ASD and schizophrenia. Promisingly, the MATRICS Consensus Cognitive Battery (MCCB) has been validated in schizophrenia and encompasses cognitive domains that are impacted in ASD. Thus, this study aimed to establish MCCB's generalizability from schizophrenia to ASD.MethodsCommunity-residing adults with schizophrenia (N = 100) and ASD (N = 113) underwent MCCB assessment. Using multigroup confirmatory factor analysis, MCCB's transdiagnostic validity was evaluated by examining whether schizophrenia and ASD demonstrate the same configuration, magnitude, and directionality of relationships within and among measures and their underlying cognitive domains.ResultsAcross schizophrenia and ASD, the same subsets of MCCB measures inform three cognitive domains: processing speed, attention/working memory, and learning. Except for group means in category fluency, continuous performance, and spatial span, both groups show vastly comparable factor structures and characteristics.ConclusionsTo our knowledge, this study is the first to establish the validity of a standard cognitive battery in adults with ASD and furthermore the first to establish a cognitive battery's comparability across ASD and schizophrenia. Cognitive domain scores can be compared across new samples using weighted sums of MCCB scores resulting from this study. These findings highlight MCCB's applicability to ASD and support its utility for standardizing treatment evaluation of cognitive outcomes across the autism-schizophrenia spectrum.

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Corrigan, Patrick W., Charles J. Wallace, Mark L. Schade, and Michael F. Green. "Learning medication self-management skills in schizophrenia: Relationships with cognitive deficits and psychiatric symptoms." Behavior Therapy 25, no. 1 (1994): 5–15. http://dx.doi.org/10.1016/s0005-7894(05)80142-x.

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Esslinger, Christine, Harald Gruppe, Peter Danos, Stefanie Lis, Jochen Broll, Joerg Wiltink, Bernd Gallhofer, and Peter Kirsch. "Influence of Vigilance and Learning on Prefrontal Activation in Schizophrenia." Neuropsychobiology 55, no. 3-4 (2007): 194–202. http://dx.doi.org/10.1159/000108378.

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Hall, J., H. C. Whalley, K. Marwick, J. McKirdy, J. Sussmann, L. Romaniuk, E. C. Johnstone, H. I. Wan, A. M. McIntosh, and S. M. Lawrie. "Hippocampal function in schizophrenia and bipolar disorder." Psychological Medicine 40, no. 5 (September 7, 2009): 761–70. http://dx.doi.org/10.1017/s0033291709991000.

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BackgroundThe hippocampus plays a central role in memory formation. There is considerable evidence of abnormalities in hippocampal structure and function in schizophrenia, which may differentiate it from bipolar disorder. However, no previous studies have compared hippocampal activation in schizophrenia and bipolar disorder directly.MethodFifteen patients with schizophrenia, 14 patients with bipolar disorder and 14 healthy comparison subjects took part in the study. Subjects performed a face–name pair memory task during functional magnetic resonance imaging (fMRI). Differences in blood oxygen level-dependent (BOLD) activity were determined during encoding and retrieval of the face–name pairs.ResultsThe patient groups showed significant differences in hippocampal and prefrontal cortex (PFC) activation during face–name pair learning. During encoding, patients with schizophrenia showed decreased anterior hippocampal activation relative to subjects with bipolar disorder, whereas patients with bipolar disorder showed decreased dorsal PFC activation relative to patients with schizophrenia. During retrieval, patients with schizophrenia showed greater activation of the dorsal PFC than patients with bipolar disorder. Patients with schizophrenia also differed from healthy control subjects in the activation of several brain regions, showing impaired superior temporal cortex activation during encoding and greater dorsal PFC activation during retrieval. These effects were evident despite matched task performance.ConclusionsPatients with schizophrenia showed deficits in hippocampal activation during a memory task relative to patients with bipolar disorder. The disorders were further distinguished by differences in PFC activation. The results demonstrate that these disorders can distinguished at a group level using non-invasive neuroimaging.

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Badcock, J. C., M. Dragovic, L. Dawson, and R. Jones. "Normative Data for Rey's Auditory Verbal Learning Test in Individuals with Schizophrenia." Archives of Clinical Neuropsychology 26, no. 3 (February 9, 2011): 205–13. http://dx.doi.org/10.1093/arclin/acr005.

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Bradley, Ellen R., Johanna Brustkern, Lize De Coster, Wouter van den Bos, Samuel M. McClure, Alison Seitz, and Joshua D. Woolley. "Victory is its own reward: oxytocin increases costly competitive behavior in schizophrenia." Psychological Medicine 50, no. 4 (April 4, 2019): 674–82. http://dx.doi.org/10.1017/s0033291719000552.

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AbstractBackgroundAberrant sensitivity to social reward may be an important contributor to abnormal social behavior that is a core feature of schizophrenia. The neuropeptide oxytocin impacts the salience of social information across species, but its effect on social reward in schizophrenia is unknown.MethodsWe used a competitive economic game and computational modeling to examine behavioral dynamics and oxytocin effects on sensitivity to social reward among 39 men with schizophrenia and 54 matched healthy controls. In a randomized, double-blind study, participants received one dose of oxytocin (40 IU) or placebo and completed a 35-trial Auction Game that quantifies preferences for monetary v. social reward. We analyzed bidding behavior using multilevel linear mixed models and reinforcement learning models.ResultsBidding was motivated by preferences for both monetary and social reward in both groups, but bidding dynamics differed: patients initially overbid less compared to controls, and across trials, controls decreased their bids while patients did not. Oxytocin administration was associated with sustained overbidding across trials, particularly in patients. This drug effect was driven by a stronger preference for winning the auction, regardless of monetary consequences. Learning rate and response variability did not differ between groups or drug condition, suggesting that differences in bidding derive primarily from differences in the subjective value of social rewards.ConclusionsOur findings suggest that schizophrenia is associated with diminished motivation for social reward that may be increased by oxytocin administration.

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Mancevska, S., J. Pluncevic Gligoroska, and L. Bozinovska. "EXG oscillations - an electrophysiological parameter of learning in patients with schizophrenia." International Journal of Psychophysiology 131 (October 2018): S58. http://dx.doi.org/10.1016/j.ijpsycho.2018.07.174.

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Schlösser, R., K. Koch, G. Wagner, C. Schultz, M. Röbel, C. Schachtzabel, J. R. Reichenbach, and H. Sauer. "Intensive practice of a cognitive task is associated with enhanced functional integration in schizophrenia." Psychological Medicine 39, no. 11 (April 20, 2009): 1809–19. http://dx.doi.org/10.1017/s0033291709005820.

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BackgroundThere is increasing evidence that the frequently reported working memory impairments in schizophrenia might be partly due to an alteration in the functional connectivity between task-relevant areas. However, little is known about the functional connectivity patterns in schizophrenia patients during learning processes. In a previous study, Koch et al. [Neuroscience (2007) 146, 1474–1483] have demonstrated stronger exponential activation decreases in schizophrenia patients during overlearning of short-term memory material. The question arises whether these differential temporal patterns of activation in schizophrenia patients and controls are going along with changes in task-related functional connectivity.MethodTherefore, in the current study, 13 patients with schizophrenia and 13 controls were studied while performing a short-term memory task associated with increasing overlearning of verbal stimulus material. Functional connectivity was investigated by analyses of psychophysiological interactions (PPI).ResultsResults revealed significant task-related modulation of functional connectivity between the left dorsolateral prefrontal cortex (DLPFC) and a network including the right DLPFC, left ventrolateral prefrontal cortex, premotor cortex, right inferior parietal cortex, left and right cerebellum as well as the left occipital lobe in patients during the course of overlearning and practice. No significant PPI results were detectable in controls.ConclusionsActivation changes with practice were associated with high functional connectivity between task-relevant areas in schizophrenia patients. This could be interpreted as a compensatory resource allocation and network integration in the context of cortical inefficiency and may be a specific neurophysiological signature underlying the pathophysiology of schizophrenia.

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FISZDON, JOANNA M., and JASON K. JOHANNESEN. "Comparison of computational methods for the evaluation of learning potential in schizophrenia." Journal of the International Neuropsychological Society 16, no. 4 (April 7, 2010): 613–20. http://dx.doi.org/10.1017/s1355617710000317.

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AbstractLearning potential (LP) refers to the ability to improve cognitive performance as a result of training. It is typically assessed by test-train-test administrations of a task, wherein changes in pre-post performance are an index of LP. In schizophrenia research, LP has been suggested as a mediator of the relationship between static neurocognition and functional outcome. While a number of studies do indicate that LP assessment improves prediction of functioning beyond standard administrations of the same task, multiple approaches of computing LP indices have been used in this work. Multiple psychometric issues have been raised with respect to computation of change scores, but have not been widely recognized in LP assessment. To address this issue, the current study aimed to evaluate the test-retest reliability, interrelatedness, construct, and criterion validity of several conventional indices of LP, obtained from a test-train-test version of a list-learning task administered to 43 individuals with chronic schizophrenia. Overall, test-retest and intercorrelation coefficients indicated variable reliability and convergence across methods. While LP indices generally correlated more highly with independent measures of neurocognition and community functioning than pretraining list learning scores, coefficients were comparably small. Recommendations and measurement issues inherent to the LP construct are discussed. (JINS, 2010, 16, 613–620.)

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Lei, Du, Walter H. L. Pinaya, Therese van Amelsvoort, Machteld Marcelis, Gary Donohoe, David O. Mothersill, Aiden Corvin, et al. "Detecting schizophrenia at the level of the individual: relative diagnostic value of whole-brain images, connectome-wide functional connectivity and graph-based metrics." Psychological Medicine 50, no. 11 (August 8, 2019): 1852–61. http://dx.doi.org/10.1017/s0033291719001934.

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AbstractBackgroundPrevious studies using resting-state functional neuroimaging have revealed alterations in whole-brain images, connectome-wide functional connectivity and graph-based metrics in groups of patients with schizophrenia relative to groups of healthy controls. However, it is unclear which of these measures best captures the neural correlates of this disorder at the level of the individual patient.MethodsHere we investigated the relative diagnostic value of these measures. A total of 295 patients with schizophrenia and 452 healthy controls were investigated using resting-state functional Magnetic Resonance Imaging at five research centres. Connectome-wide functional networks were constructed by thresholding correlation matrices of 90 brain regions, and their topological properties were analyzed using graph theory-based methods. Single-subject classification was performed using three machine learning (ML) approaches associated with varying degrees of complexity and abstraction, namely logistic regression, support vector machine and deep learning technology.ResultsConnectome-wide functional connectivity allowed single-subject classification of patients and controls with higher accuracy (average: 81%) than both whole-brain images (average: 53%) and graph-based metrics (average: 69%). Classification based on connectome-wide functional connectivity was driven by a distributed bilateral network including the thalamus and temporal regions.ConclusionThese results were replicated across the three employed ML approaches. Connectome-wide functional connectivity permits differentiation of patients with schizophrenia from healthy controls at single-subject level with greater accuracy; this pattern of results is consistent with the ‘dysconnectivity hypothesis’ of schizophrenia, which states that the neural basis of the disorder is best understood in terms of system-level functional connectivity alterations.

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Dreben, Elizabeth K., John H. Fryer, and Douglas M. McNair. "Perceptual and Conceptual Information Processing in Schizophrenia and Depression." Perceptual and Motor Skills 80, no. 2 (April 1995): 447–65. http://dx.doi.org/10.2466/pms.1995.80.2.447.

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Schizophrenic patients ( n = 20), depressive patients ( n = 20), and normal adults ( n = 20) were compared on global vs local analyses of perceptual information using tachistoscopic tasks and on top-down vs bottom-up conceptual processing using card-sort tasks. The schizophrenic group performed more poorly on tasks requiring either global analyses (counting lines when distracting circles were present) or top-down conceptual processing (rule learning) than they did on tasks requiring local analyses (counting heterogeneous lines) or bottom-up processing (attribute identification). The schizophrenic group appeared not to use conceptually guided processing. Normal adults showed the reverse pattern. The depressive group performed similarly to the schizophrenic group on perceptual tasks but closer to the normal group on conceptual tasks, thereby appearing to be less dependent on a particular information-processing strategy. These deficits in organizational strategy may be related to the use of available processing resources as well as the allocation of attention.

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de Almeida Beckmann, Clarice Alves, and Ileno Izídio da Costa. "Rorschach as a Tool in the Psychological Assessment of Families With Patients With Schizophrenia." Rorschachiana 40, no. 1 (March 1, 2019): 43–54. http://dx.doi.org/10.1027/1192-5604/a000107.

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Abstract. Identifying the characteristics of families with offspring who have schizophrenia enables early detection and intervention, thereby reducing the psychiatric damage that may occur. To this end, psychological assessment can be used for both individual and family evaluation, notably the Rorschach. This article aims to review the literature about Conjoint/Consensus Rorschach, as well as articles concerning family, schizophrenia, and Rorschach. Although the Rorschach has been used in this context since the 1960s, it has been employed differently by each researcher. This article suggests further studies on assessing individuals of a family with a member who has schizophrenia using the Rorschach. On the basis of systemic family theories – in which family is understood as a system where members change from interacting with others, in addition to learning relational, behavioral and thought patterns – it can be expected that the psychological assessment of one family member is related to the psychological pattern of the other members. From this psychological evaluation, it is possible to plan adequate treatment models, focusing on finding techniques to cope with anxiety-provoking environments and to teach cognitive strategies in order to reduce the deficits caused by schizophrenia and increase the level of functioning of the subject.

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Dwyer, Kristen R., Melanie E. Bennett, and Jack J. Blanchard. "Learning the Affective Value of Others in Schizophrenia: Examining the Role of Negative Symptoms and Cognitive Deficits." Journal of Psychopathology and Behavioral Assessment 42, no. 4 (June 9, 2020): 714–24. http://dx.doi.org/10.1007/s10862-020-09818-3.

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Evans, S., S. S. Shergill, V. Chouhan, E. Bristow, T. Collier, and B. B. Averbeck. "Patients with schizophrenia show increased aversion to angry faces in an associative learning task." Psychological Medicine 41, no. 7 (October 20, 2010): 1471–79. http://dx.doi.org/10.1017/s0033291710001960.

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BackgroundWe were interested in examining the relationship between socially relevant stimuli and decision processes in patients with schizophrenia.MethodWe tested patients with schizophrenia and healthy controls on a stochastically rewarded associative learning task. Participants had to determine, through trial and error, which of two faces was associated with a higher chance of reward: one face was angry, the other happy.ResultsBoth patients and healthy controls were able to perform the task at above-chance accuracy, and there was no significant difference in overall accuracy between the groups. Both groups also reliably preferred the happy face, such that they selected it more often than the angry face on the basis of the same amount of positive versus negative feedback. However, patients were significantly more averse to the angry face, such that they chose it less often than control participants when the reward feedback strongly supported the angry face as the best choice.ConclusionsPatients show an increased aversion to angry faces, in a task in which they must learn to associate rewards with expressions.

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Kareken, David A., Paul J. Moberg, and Ruben C. Gur. "Proactive inhibition and semantic organization Relationship with verbal memory in patients with schizophrenia." Journal of the International Neuropsychological Society 2, no. 6 (November 1996): 486–93. http://dx.doi.org/10.1017/s135561770000165x.

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AbstractCompared to other cognitive functions in schizophrenia, evidence suggests that verbal memory is particularly impaired. This study used the California Verbal Learning Test (CVLT) to examine proactive inhibition (PI) and semantic processing in verbal memory in 29 patients with schizophrenia and 29 healthy controls. Patients showed significantly less PI, but also did not organize (cluster) their recall according to semantic category. Controls and patients demonstrated small retroactive inhibition (RI) effects regardless of semantic content. Although both groups made similar types and numbers of free recall intrusion errors, patients committed more phonemic and nonshared recognition errors. Results suggest that reduced semantic processing prevented build of PI, and contributes to defective memory in schizophrenia. The anatomic-physiologic abnormalities that underlie these findings may be particularly pronounced in prefrontal and temporal-parietal cortical areas. (JINS, 1996, 2, 486–493.)

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Sturmey, P., J. Reed, and J. Corbett. "Psychometric assessment of psychiatric disorders in people with learning difficulties (mental handicap): a review of measures." Psychological Medicine 21, no. 1 (February 1991): 143–55. http://dx.doi.org/10.1017/s0033291700014732.

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SYNOPSISInstruments designed to assess psychiatric disorders in people with learning difficulties (mental handicap) were critically reviewed from a psychometric perspective. Major trends were found in the assessment of psychopathology related to DSM-III and depressive disorders although research in other areas was patchy. Although some psychometrically sophisticated measures were identified the area was characterized by an absence of important psychometric data for many measures. Future research should attend to developing assessments of schizophrenia, psycho-sexual disorders, adjustment disorders and the validation of screening procedures and instrument formats. Future studies should include more people with severe and profound learning difficulties.

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

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