García-Laredo Eduardo, Maestú Fernando, Castellanos Miguel Ángel, Molina Juan D, Peréz-Moreno Elisa
From the Faculty of Psychology (EG-L), Basic Psychology II Department, University Complutense; Laboratory of Cognitive and Computational Neuroscience (FM), Centre of Biomedical Technology (CTB), Complutense University of Madrid (UCM) and Technological University of Madrid (UPM); Faculty of Psychology (MAC, EP-M), Department of Methodology of Behavioral Sciences, University Complutense; and Acute Inpatients Unit (JDM), Dr R. Lafora Psychiatric Hospital, Madrid, Spain.
Medicine (Baltimore). 2015 Sep;94(39):e1596. doi: 10.1097/MD.0000000000001596.
Semantic and verbal fluency tasks are widely used as a measure of frontal capacities. It has been well described in literature that patients affected by schizophrenic and bipolar disorders present a worse execution in these tasks. Some authors have also noted the importance of educational years. Our objective is to analyze whether the effect of cognitive malfunction caused by apathology is superior to the expected effect of years of education in phonemic verbal fluency (PVF) and semantic verbal fluency (SVF) task execution. A total of 62 individuals took part in this study, out of which 23 were patients with schizophrenic paranoid disorder, 11 suffered from bipolar disorder with psychotic symptomatology, 13 suffered from bipolar disorder without psychotic symptomatology, and 15 participants were nonpathological individuals. All participants were evaluated with the PVF and SVF tests (animals and tools). The performance/execution results were analyzed with a mixed-model ANCOVA, with educational years as a covariable. The effect of education seems to be more determined by PVF FAS tests than by SVF. With PVF FAS tasks, the expected effect of pathology disappears when the covariable EDUCATION is introduced. With SVF tasks, the effect continues to be significant, even though the EDUACTION covariable dims such effect. These results suggest that SVF tests (animals category) are better evaluation tools as they are less dependent on the patients' education than PVF FAS tests.
语义和言语流畅性任务被广泛用作额叶功能的一项衡量指标。文献中已有充分描述，患有精神分裂症和双相情感障碍的患者在这些任务中的表现较差。一些作者还指出了受教育年限的重要性。我们的目的是分析在音素言语流畅性（PVF）和语义言语流畅性（SVF）任务执行中，一种病理状况导致的认知功能障碍的影响是否优于受教育年限的预期影响。共有62人参与了这项研究，其中23名是患有偏执型精神分裂症的患者，11名患有伴有精神病症状的双相情感障碍，13名患有不伴有精神病症状的双相情感障碍，15名参与者为无病理状况的个体。所有参与者都接受了PVF和SVF测试（动物和工具）。使用混合模型协方差分析对表现/执行结果进行分析，将受教育年限作为协变量。教育的影响似乎更多地由PVF FAS测试决定，而非SVF测试。在PVF FAS任务中，当引入协变量“教育程度”时，病理状况的预期影响消失。在SVF任务中，尽管“教育程度”协变量减弱了这种影响，但该影响仍然显著。这些结果表明，SVF测试（动物类别）是更好的评估工具，因为它们比PVF FAS测试对患者教育程度的依赖性更小。
