Effects of phonological and semantic cuing on encoding and retrieval processes in adolescent psychosis

Abstract

The aim of this study was to investigate the effects of cuing on encoding and retrieval processes in adolescent psychosis. Patients and controls were instructed to learn word lists under three conditions: no cue, phonological cue, and semantic cue. Memory performance was measured with free and cued recalls. In free recall, both groups showed higher performance with semantic than with phonological encoding cues, but patients had no advantage from semantic cuing relative to no cue, contrary to controls. Patients' performance improved from free to cued recall, but this was not sufficient to normalize their performance. Impaired strategic processes may lead to encoding and retrieval difficulties in patients.

The effects of linguistic relationships among paired associates on verbal self‐generation and recognition memory

“…Words from the rhyme relationship displayed the worst memory performance. This is consistent with the results of the study by Doré et al (2009), which found that healthy controls remembered more words that were encoded in a semantic context than those that were encoded in a phonological context using both free and cued recall. Additionally, Kircher et al (2011) found that subjects were more successful in generating words in the same category of a target word than words that rhymed with a target word.…”

“…For example, Martin et al (1999) provided evidence for this concept after observing that an anomic encephalitis patient's short-term memory was characterized by an ability to normally recall digits and nonwords (i.e., phonological information) but impairment in recalling words (i.e., semantic information). Furthermore, Doré et al (2009) demonstrated that healthy controls remembered more words that were learned in a semantic context (e.g., remembered “blueberry” when designated as a “fruit”) than those that were learned in a phonological context (e.g., remembered “bicycle” when designated as beginning with “bi”) using both free and cued recall. Additionally, Kircher et al (2011) found that individuals were able to generate more words that fit the category of a target word than words that rhymed with a target word in a set of verbal fluency tasks; the fMRI data collected in this study showed partially overlapping, but distinctive brain networks involved in this cognitive process including left inferior frontal gyrus, middle and superior temporal gyri, and the contralateral right cerebellum in generating rhyming and categorically related words, while rhyming showed additional activation in the left inferior parietal region.…”

“…We investigated differences in the accuracy of word production from the presented word pairs for each relationship within the read and generate conditions, referred to as the encoding phase, and compared the recognition memory performance within the five different relationships for the read and generate conditions, referred to as the recognition phase. Because of differences evidenced in studies and theories on semantic versus phonological information processing (Craik and Tulving 1975; Martin et al 1999; Schefft et al 2008b; Doré et al 2009; Kircher et al 2011), we hypothesized that memory would be improved for self-generated words when compared with read words, and that this difference would be mediated by the linguistic relationship of the word pairs.…”

Source memory errors in schizophrenia, hallucinations and negative symptoms: a synthesis of research findings

“…Examples of such disruption are the extra-list intrusions in free recall, which reflect misattribution of intemally produced words to the experimental Ust. Intrusions have been associated with hallucinations in adolescents with psychosis (Doré et al 2009) and with proneness to hallucinations in a non-cUnical sample (Brébion et al 2010fl). Moritz et al (2001) reported an association between intrusions and positive symptoms in a schizophrenia sample.…”

The nature of attentional dysfunctions in adolescents hospitalized for a first episode of psychosis

“…The appearance of a psychosis during this period is thought to affect differentially cognitive and clinical functioning in adolescent patients. Actually, some authors suggest that childhood or adolescent onset of psychosis would be associated with a lower cognitive performance when compared to adult‐onset (Basso, Nasrallah, Olson, & Bornstein, 1997; Doré, Caza, Gingras, Maziade, & Rouleau, 2008; Doré, Gingras, Caza, & Rouleau, 2007).…”