Cognitive deficit in methamphetamine users relative to childhood academic performance: link to cortical thickness

Abstract

Individuals with cognitive problems may be predisposed to develop substance use disorders; therefore, differences in cognitive function between methamphetamine users and control participants may be attributable to premorbid factors rather than methamphetamine use. The goal of this study was to clarify the extent to which this is the case. Childhood academic transcripts were obtained for 37 methamphetamine-dependent adults and 41 control participants of similar educational level and premorbid IQ. Each participant completed a comprehensive cognitive battery and received a structural magnetic resonance imaging scan. Data from control participants and linear regression were used to develop a normative model to describe the relationship between childhood academic performance and scores on the cognitive battery. Using this model, cognitive performance of methamphetamine users was predicted from their premorbid academic scores. Results indicated that methamphetamine users' childhood grade point average was significantly lower than that of the control group (p < 0.05). Further, methamphetamine users' overall cognitive performance was lower than was predicted from their grade point average prior to methamphetamine use (p = 0.001), with specific deficits in attention/concentration and memory (ps < 0.01). Memory deficits were associated with lower whole-brain cortical thickness (p < 0.05). Thus, in addition to having an apparent premorbid weakness in cognition, methamphetamine users exhibit subsequent cognitive function that is significantly lower than premorbid estimates would predict. The results support the view that chronic methamphetamine use causes a decline in cognition and/or a failure to develop normative cognitive abilities, although aside from methamphetamine use per se, other drug use and unidentified factors likely contribute to the observed effects.

Effects of Naltrexone on Large-Scale Network Interactions in Methamphetamine Use Disorder

“…Psychosocial interventions, such as cognitive behavioral therapy, are the mainstay of treatment and are used to strengthen cognitive control over behaviors that promote drug use (2). The efficacy of behavioral interventions for MA use may be undermined by abnormalities in brain structure and function that are associated with impairments in executive functioning (3, 4) and linked to clinical features of addiction such as craving (5). Pharmacological interventions that alter neural network connectivity in individuals with MA-use disorders may have the potential to improve treatment outcomes.…”

Brain Structure Alterations in Poly-Drug Use: Reduced Cortical Thickness and White Matter Impairments in Regions Associated With Affective, Cognitive, and Motor Functions

“…In that sense, SUD have also been widely discussed in relation to dysfunctional attempts of self-medication (9) and misled attachment needs (10). Furthermore, it should be noted that premorbid brain abnormalities might also lead to severe psychiatric disturbances such as SUD (11, 12).…”

“…There is substantial evidence that heavy substance abuse might be particularly harmful to the development of WM during adolescence (19, 24–27). Correspondingly, cognitive deficits were reported in a group of methamphetamine users, which in turn were related to lower whole-brain cortical thickness (CT) (12). Therefore, chronic drug use might cause deficits in and/or a failure to develop normative cognitive abilities (12).…”

“…Correspondingly, cognitive deficits were reported in a group of methamphetamine users, which in turn were related to lower whole-brain cortical thickness (CT) (12). Therefore, chronic drug use might cause deficits in and/or a failure to develop normative cognitive abilities (12).…”

qEEG Measures of Attentional and Memory Network Functions in Medical Students: Novel Targets for Pharmacopuncture to Improve Cognition and Academic Performance

“…The brain’s memory and attentional control networks are important components of neural plasticity, learning and academic performance [2]. Childhood academic performance data have been used to predict the predilection for cognitive impairment in adulthood [3]. Heretofore, research on the cognitive aspects of academic performance has been hindered by an inability to correlate measures of efficient learning with the functions of critical nodes and hubs within the brain’s attentional control and working memory networks.…”