Results: Treatment resistant patients showed significantly poorer performance on several measures of global, executive and memory functioning. After controlling for years of education only the RBMT discriminated between them (F1,35=9.7,P =0.004), but this test did so even after controlling for global intellectual performance or medication exposure. The greatest group differences were on verbal memory sub-tests of the RBMT. Episodic memory scores were significantly correlated with total time in hospital (r = −0.5) and employment (r = 0.6), as well as the severity of delusions (r = −0.5) and hallucinations (r = −0.4).
Conclusions: Episodic memory impairment, akin to a dysmnesic syndrome, is associated with treatment resistance and poor outcome in schizophrenia. Memory deficits may be amenable to cognitive interventions (such as x2018;errorless learningx2019;) that could improve the outcome for such patients.
oat:right; padding-left:5px">onclick="InfoBubble.hide()"> Archives of Physical Medicine and Rehabilitation, Volume 87, Issue 6, June 2006, Pages 799-805 Julie Landis, Gerri Hanten, Harvey S. Levin, Xiaoqi Li, Linda Ewing-Cobbs, Jackie Duron, Walter M. High Jr Abstract oll"> Landis J, Hanten G, Levin HS, Li X, Ewing-Cobbs L, Duron J, High WM Jr. Evaluation of the errorless learning technique in children with traumatic brain injury. ObjectiveTo compare errorless learning with trial-and-error (T&E) learning of declarative facts in children with memory disorders secondary to traumatic brain injury (TBI). DesignRetrospective within-subjects concurrent treatment design. SettingParticipantsx2019; school or home. ParticipantsThirty-four children, ages 6 to 18 years, with mild, moderate, or severe postacute TBI who met criteria for memory impairment. InterventionConditions consisted of an errorless learning method and a T&E method. Within a session, half the items were taught with the errorless learning method and half with the T&E method. Each child received two 1-hour sessions a week for 7 weeks. Main Outcome MeasuresRelative effectiveness of errorless learning and T&E methods for (1) initial learning and (2) retention over time for learned items. ResultsThere was an advantage for T&E on initial learning. In children with mild, but not moderate or severe TBI, 2-day retention was better with the errorless learning technique; 7-day retention was better with errorless learning in young children with mild TBI. Seventy-seven-day retention revealed an advantage for errorless learning in younger children with severe TBI. ConclusionsFindings did not support errorless learning as a generalized intervention for learning difficulties after TBI or identify specific age- or injury-severity groups that benefited from this technique. om/science?_ob=MImg&_imagekey=B6WB6-4K223XH-D-5&_cdi=6702&_user=10&_orig=article&_coverDate=06%2F30%2F2006&_sk=999129993&view=c&wchp=dGLbVlz-zSkWW&md5=45e32a2be6aa503e7afc96130aa126cc&ie=/sdarticle.pdf"> |
op" style="padding:3px 5px 0px 5px">![]() | ob=RelatedArtURL&_udi=B6TBV-4S9NG48-8&_orig=article&_acct=C000050221&_version=1&_userid=10&md5=6795d17a19be104922272eccedca6d5f">View More Related Articles |
Errorless learning and memory performance in schizophrenia