Six month durability of targeted cognitive training supplemented with social cognition exercises in schizophrenia

Miley, Kathleen; Fisher, Melissa; Nahum, Mor; Howard, Elizabeth R.; Rowlands, Abby; Brandrett, Benjamin; Woolley, Josh; Hooker, Christine I.; Biagianti, Bruno; Ramsay, Ian S.; Vinogradov, Sophia

doi:10.1016/j.scog.2019.100171

Cited by 26 publications

(30 citation statements)

References 46 publications

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Section: Reward Learning In Schizophreniamentioning

confidence: 99%

“…Several recent studies have looked at effects of remediation on social reward processing in schizophrenia [73,74]. Vinogradov and colleagues paired computerized social cognitive training with "cold" cognitive training [73,74] because of previous studies suggesting that poor social cognitive abilities may impede motivation and lead to poor functioning [73]. Greater improvements in both cold cognition (e.g., prosody identification) and self-reported reward processing were found following the combined treatment than following cognitive treatment alone [73] which were sustained at six-month follow up [74].…”

Section: Reward Learning In Schizophreniamentioning

confidence: 99%

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Grant Report on Social Reward Learning in Schizophrenia

Butler

Hoptman

Smith

et al. 2020

J Psychiatry Brain Sci

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We report on the ongoing R21 project "Social Reward Learning in Schizophrenia". Impairments in social cognition are a hallmark of schizophrenia. However, little work has been done on social reward learning deficits in schizophrenia. The overall goal of the project is to assess social reward learning in schizophrenia. A probabilistic reward learning (PRL) task is being used in the MRI scanner to evaluate reward learning to negative and positive social feedback. Monetary reward learning is used as a comparison to assess specificity. Behavioral outcomes and brain areas, included those involved in reward, are assessed in patients with schizophrenia or schizoaffective disorder and controls. It is also critical to determine whether decreased expected value (EV) of social stimuli and/or reward prediction error (RPE) learning underlie social reward learning deficits to inform potential treatment pathways. Our central hypothesis is that the pattern of social learning deficits is an extension of a more general reward learning impairment in schizophrenia and that social reward learning deficits critically contribute to deficits in social motivation and pleasure. We hypothesize that people with schizophrenia will show impaired behavioral social reward learning compared to controls, as well as decreased ventromedial prefrontal cortex (vmPFC) EV signaling at time of choice and decreased striatal RPE signaling at time of outcome, with potentially greater impairment to positive than negative feedback. The grant is in its second year. It is hoped that this innovative approach may lead to novel and more targeted

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Section: Reward Learning In Schizophreniamentioning

confidence: 99%

Section: Reward Learning In Schizophreniamentioning

confidence: 99%

Grant Report on Social Reward Learning in Schizophrenia

Butler

Hoptman

Smith

et al. 2020

J Psychiatry Brain Sci

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“…This training approach is based on evidence that schizophrenia is characterized by widespread disturbances in fronto-temporal neural systems subserving auditory processing and verbal memory. The targeted SCT program has been recently studied as a supplement to AT (31,34). It consists of seven computerized exercises which collectively target perception, attention and memory in the social cognitive domains of vocal and visual affect perception and social cue perception (gazes and faces).…”

Section: Cognitive Training Interventionsmentioning

confidence: 99%

“…Third, while the efficacy of AT for improving cognition and neural activation patterns in schizophrenia in the short term is well supported (16,26,27,36), as well as its capacity to induce durable improvements in neuropsychological and functional outcome measures (18,31,37), no studies to date have investigated the durability of improvements in processing efficiency following AT or other forms of computerized training.…”

Section: Introductionmentioning

confidence: 99%

“…First, because the behavioral assessment of sensory processing to date has only been applied to the study of AT, it remains unclear whether APS can capture the enhancement of processing efficiency induced by training programs targeting sensory modalities other than the auditory domain. As novel computerized training interventions become increasingly available, including Social cognitive Training ( 31 – 34 ), and Executive Functioning Training (EFT; 31 , 34 , 35 ), it is critical to evaluate whether APS can still serve as a proxy of neural target engagement, or if new behavioral measures need to be developed and validated.…”

Section: Introductionmentioning

confidence: 99%

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Specificity and Durability of Changes in Auditory Processing Efficiency After Targeted Cognitive Training in Individuals With Recent-Onset Psychosis

et al. 2020

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Background: We previously demonstrated that the high heterogeneity of response to computerized Auditory Training (AT) in psychosis can be ascribed to individual differences in sensory processing efficiency and neural plasticity. In particular, we showed that Auditory Processing Speed (APS) serves as a behavioral measure of target engagement, with faster speed predicting greater transfer effects to untrained cognitive domains. Here, we investigate whether the ability of APS to function as a proxy for target engagement is unique to AT, or if it applies to other training interventions, such as Executive Functioning Training (EFT). Additionally, we examine whether changes in APS are durable after these two forms of training. Methods: One hundred and twenty-five participants with Recent Onset Psychosis (ROP) were randomized to AT (n = 66) and EFT (n = 59), respectively. APS was captured at baseline, after treatment, and at 6-month follow-up. Mixed models repeated measures analysis with restricted maximum likelihood was used to examine whether training condition differentiated APS trajectories. Within-group correlational analyses were used to study the relationship between APS and performance improvements in each of the training exercises. Results: The two groups were matched for age, gender, education, and baseline APS. Participants showed high inter-individual variability in APS at each time point. The mixed model showed a significant effect of time (F = 5.99, p = .003) but not a significant groupby-time effect (F = .73, p = .48). This was driven by significant APS improvements AT patients after treatment (d = .75) that were maintained after 6 months (d = .63). Conversely, in EFT patients, APS improvements did not reach statistical significance after treatment (p = .33) or after 6 months (p = .24). In AT patients, baseline APS (but not APS change) highly predicted peak performance for each training exercise (all r's >.42).

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