Learning potential as a predictor of readiness for psychosocial rehabilitation in schizophrenia

Fiszdon, Joanna M.; McClough, Joel F.; Silverstein, Steven M.; Bell, Morris D.; Jaramillo, Justin R.; Smith, Thomas E.

doi:10.1016/j.psychres.2005.09.012

Cited by 61 publications

(66 citation statements)

References 23 publications

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“…However, the ability to improve on the WCST after training as well as the ability to generalize learning from one task to the other was unrelated to improvement on the MASC following SST. While this finding coincides with Woonings and colleagues' finding that learning potential was not associated with a general behavior rating of rehabilitation outcome [20], it is contrary to our initial hypothesis and inconsistent with several other published studies of learning potential in schizophrenia [16][17][18]. Differences in the interventions and types of outcome measures used in the studies could possibly account for differences in reported results.…”

Section: Discussioncontrasting

confidence: 74%

“…The work-skill acquisition task involved a single session of training with either errorless learning or a conventional training paradigm. In a more recent study, Fiszdon et al assessed learning potential by training subjects on a test of verbal learning and memory [18]. They reported that learning potential predicted performance on the micromodule learning test [19], a task that measures responsiveness to skills training interventions.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Is learning potential associated with social skills in schizophrenia?

Tenhula

Kinnaman²,

Bellack³

2007

JRRD

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Abstract-Cognitive deficits are a primary factor in the social and functional impairments characteristic of schizophrenia and an important predictor of treatment success in psychosocial rehabilitation. This study examined the association between abstract reasoning and social functioning by assessing whether learning potential on the Wisconsin Card Sorting Test (WCST) relates to changes in social competence following social skills training (SST). Fifty-six veterans with schizophrenia or schizoaffective disorder completed a series of assessments followed by eight SST sessions. To evaluate learning potential, we assessed participants with the WCST and Category Test (CT), taught them a training protocol for the WCST, and retested on both measures. Participants learned the WCST, generalized this learning to improve their performance on the CT, and retained these gains for several weeks. Participants showed small improvements on the Maryland Assessment of Social Competence (MASC), but WCST learning potential and CT generalization were unrelated to improvement on the MASC.

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Section: Discussioncontrasting

confidence: 74%

Section: Introductionmentioning

confidence: 99%

Is learning potential associated with social skills in schizophrenia?

Tenhula

Kinnaman²,

Bellack³

2007

JRRD

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“…Contrary to our hypothesis, learning potential did not significantly predict social problem-solving skills and was not shown to mediate the relation between neurocognition and social problem-solving. Earlier studies have found learning potential to predict nonsocial problem-solving skills (Wiedl, 1999) and readiness for psychosocial rehabilitation (Fiszdon et al, 2006), phenomena that can both be considered as functional outcomes. These outcome measures are less socially demanding …”

Section: Discussionmentioning

confidence: 99%

Emotion perception and learning potential: Mediators between neurocognition and social problem-solving in schizophrenia?

Vaskinn

Sundet

Friis

et al. 2008

J. Inter. Neuropsych. Soc.

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Social cognition and learning potential have been proposed as mediating variables between neurocognition and functional outcome in schizophrenia. The present study examined this relation in a schizophrenia group (N 5 26) with normal IQ. Neurocognition was measured with a composite score from tests of verbal learning, psychomotor speed, and executive functioning. Functional outcome was defined as social problem-solving skills and assessed with a role-play test. Social cognition was indexed by tests of visual and auditory emotion perception; and learning potential by estimating a gain score using a triple administration of the WCST. Neurocognition was confirmed to be a strong predictor of social problem-solving, and emotion perception was related to both neurocognition and social problem-solving. When controlling for emotion perception, the association between neurocognition and social problem-solving was weakened, implying a mediating role of emotion perception. Learning potential was not significantly related to neurocognition or social problem-solving, and thus not found to mediate the studied relation. In conclusion, our study indicates that emotion perception is a mediator between neurocognition and functional outcome as assessed with a social problem-solving task and thus a key factor in understanding functional outcome of schizophrenia. (JINS, 2008, 14, 279-288.)

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“…LP has been associated with attention and memory [12,[13][14][15], as well as distinct patterns of cerebral metabolism [16,17]. In terms of functional outcomes, LP has been associated with work skills [18], functional status [13], and a measure of rehabilitation readiness [19]. Further, some studies have found positive associations between LP and intervention response [8,11,20], although it should be noted that Tenhula et al [21] and Wooning et al [22,23] reported negative findings in studies examining intervention response.…”

Section: Introductionmentioning

confidence: 99%

“…There have been limited efforts to extend LP research to other measures, including the California Verbal Learning Test-II [13,14,19] and the Auditory Verbal Learning Test [12]. The present study extends the LP literature by using a novel measure, the Rey Osterrieth Complex Figure Test (ROCFT) [24][25][26].…”

Section: Introductionmentioning

confidence: 99%