Medalia A, Revheim N, Casey M
Department of Psychiatry and Behavioral Sciences, Albert Einstein College of Medicine, Bronx, NY 10467, USA.
Psychol Med. 2000 Nov;30(6):1451-9. doi: 10.1017/s0033291799002913.
Memory deficits are commonly experienced by patients with schizophrenia, often persist even after effective psychotropic treatment of psychotic symptoms and have been demonstrated to interfere with many aspects of successful psychiatric rehabilitation. Because of significant impact on functional outcome, effective remediation of cognitive deficits has been increasingly cited as an essential component of comprehensive treatment. Efforts to remediate memory deficits have met with circumscribed success, leaving uncertain whether schizophrenia patients can be taught, without experimental induction, independently to employ semantic encoding or a range of other mnemonic techniques.
We examined the feasibility of using memory and problem solving teaching techniques developed within educational psychology--techniques which promote intrinsic motivation and task engagement through contextualization and personalization of learning activities--to remediate memory deficits in a group of in-patients with chronic schizophrenia spectrum disorders.
Although our memory remediation group significantly improved on the memory remediation task, they did not make greater gains on measures of immediate paragraph recall or list learning than the control groups.
Targeted remediation of memory appears to yield task specific improvement but the gains do not generalize to other memory tasks. Subjects receiving memory remediation failed to independently activate mnemonic encoding strategies learned and used successfully within training tasks to other general measures of verbal learning and memory.
精神分裂症患者普遍存在记忆缺陷，即使在对精神病性症状进行有效的精神药物治疗后，这些缺陷往往仍会持续，并且已被证明会干扰成功的精神康复的许多方面。由于对功能结局有重大影响，有效纠正认知缺陷越来越被视为综合治疗的重要组成部分。纠正记忆缺陷的努力取得了有限的成功，尚不确定精神分裂症患者能否在没有实验诱导的情况下被教导独立使用语义编码或一系列其他记忆技巧。
我们研究了使用教育心理学中开发的记忆和问题解决教学技巧——通过学习活动的情境化和个性化来促进内在动机和任务参与的技巧——来纠正一组患有慢性精神分裂症谱系障碍的住院患者记忆缺陷的可行性。
尽管我们的记忆纠正组在记忆纠正任务上有显著改善，但他们在即时段落回忆或列表学习测量上的进步并不比对照组更大。
有针对性的记忆纠正似乎能产生特定任务的改善，但这些进步并不能推广到其他记忆任务。接受记忆纠正的受试者未能将在训练任务中成功学习和使用的记忆编码策略独立应用于言语学习和记忆的其他一般测量中。
