López-Luengo Beatriz, Vázquez Carmelo
Department of Psychology, University of Jaén, Campus Las Lagunillas s/n, 23071, Jaen, Spain.
Psychiatry Res. 2003 Jul 15;119(1-2):41-53. doi: 10.1016/s0165-1781(03)00102-1.
The goal of this study was to investigate the impact of Attention Process Training (APT) on cognitive functioning in schizophrenia. Twenty-four patients with schizophrenia were randomly assigned to one of the two following conditions: training by means of APT or no training. The dependent variables included measures of attention, memory and executive functions derived from a cancellation task, dichotic listening, dual task, Trail Making Test, Paced Auditory Serial Addition Task, Everyday Attention Questionnaire, Spain-Complutense Verbal Learning Test and Wisconsin Card Sorting Test (WCST). All participants were also rated on measures of positive and negative symptoms. The tasks were administrated to all participants at baseline. Participants in the training group received individual intensive APT twice a week, whereas the control group did not receive training. All participants were subsequently retested on the same tests. Although, contrary to expectations, neither group improved on clinical and information-processing measures of attention and memory, patients in the trained group had a significantly higher performance on executive function (as measured by the WCST) than did the control group. We conclude that it is feasible to use practice in attention to remediate executive function deficits in schizophrenia.
本研究的目的是调查注意力过程训练（APT）对精神分裂症患者认知功能的影响。24名精神分裂症患者被随机分配到以下两种情况之一：通过APT进行训练或不进行训练。因变量包括从消去任务、双耳分听、双重任务、连线测验、听觉连续加法任务、日常注意力问卷、西班牙-康普顿斯言语学习测验和威斯康星卡片分类测验（WCST）得出的注意力、记忆力和执行功能的测量指标。所有参与者还接受了阳性和阴性症状的评估。在基线时对所有参与者进行了这些任务的测试。训练组的参与者每周接受两次个体强化APT训练，而对照组未接受训练。随后对所有参与者进行相同测试的重新测试。尽管与预期相反，两组在注意力和记忆力的临床及信息处理测量指标上均未改善，但训练组患者在执行功能（通过WCST测量）方面的表现明显高于对照组。我们得出结论，通过练习注意力来改善精神分裂症患者的执行功能缺陷是可行的。
