O'Jile Judith R, Schrimsher Gregory W, O'Bryant Sid E
Department of Psychiatry and Human Behavior, 2500 North State St., Jackson, MS 39216-4505, USA.
Arch Clin Neuropsychol. 2005 Jun;20(4):547-53. doi: 10.1016/j.acn.2004.12.001. Epub 2005 Jan 12.
The relation between mood and cognitive status has been examined extensively over the years suggesting a significant impact of mood and potentially anxiety on memory. This relation is of particular interest to practitioners conducting evaluations in settings that regularly treat individuals diagnosed with psychiatric disorders. With this in mind, the present study sought to evaluate the impact of self-report of depression and anxiety on the California Verbal Learning Test-children's version (CVLT-C), the California Verbal Learning Test (CVLT), and the California Verbal Learning Test-2nd edition (CVLT-2) in a mixed psychiatric sample. Records from 107 patients aged 6-78 evaluated in an outpatient psychiatry unit were examined. Results indicated minimal predictive utility was provided from self-report symptoms of anxiety or depression on CVLT-C, CVLT, or CVLT-2: Trial 1, Trial 5, total score, Short Delay Free Recall, Short Delay Cued Recall, long delay free recall, or long delay cued recall performance above the variance predicted by age, gender, and Full Scale IQ. Additional variance predicted by depression as measured by the Beck Depression Inventory (BDI) and the Child Depression Inventory (CDI) or anxiety as measured by the State-Trait Anxiety Inventory (STAI) was less than 3.0% over that accounted for by the covariates for the great majority of measurements from the various CVLT versions. Exceptions included the CDI that tended to account for approximately 5.0% of the variance on all of the CVLT-C measures and the STAI that accounted for approximately 5.0-10.0% additional variance on the short and long delay measures of the CVLT-2. The present results suggest that performance on the various forms of the CVLT are minimally predicted by self-reported depression and anxiety in a psychiatric setting.
多年来，情绪与认知状态之间的关系已得到广泛研究，结果表明情绪以及潜在的焦虑对记忆有显著影响。对于在经常治疗被诊断患有精神疾病个体的环境中进行评估的从业者而言，这种关系尤为令人关注。鉴于此，本研究旨在评估在一个混合精神科样本中，抑郁和焦虑的自我报告对加利福尼亚言语学习测验儿童版（CVLT-C）、加利福尼亚言语学习测验（CVLT）以及加利福尼亚言语学习测验第二版（CVLT-2）的影响。研究人员检查了在门诊精神科接受评估的107名年龄在6至78岁患者的记录。结果表明，焦虑或抑郁的自我报告症状对CVLT-C、CVLT或CVLT-2在以下方面的预测效用极小：第1次试验、第5次试验、总分、短延迟自由回忆、短延迟线索回忆、长延迟自由回忆或长延迟线索回忆表现，这些表现超出了由年龄、性别和全量表智商预测的方差。由贝克抑郁量表（BDI）和儿童抑郁量表（CDI）测量的抑郁或由状态-特质焦虑量表（STAI）测量的焦虑所预测的额外方差，在来自各种CVLT版本的绝大多数测量中，比协变量所解释的方差少3.0%。例外情况包括CDI，它在所有CVLT-C测量中往往解释约5.0%的方差，以及STAI，它在CVLT-2的短延迟和长延迟测量中解释约5.0 - 10.0%的额外方差。目前的结果表明，在精神科环境中，自我报告的抑郁和焦虑对各种形式的CVLT表现的预测作用极小。
