Veterans Affairs Greater Los Angeles Healthcare System, Los Angeles, CA, United States; Department of Psychiatry and Biobehavioral Sciences, David Geffen School of Medicine, University of California Los Angeles, Los Angeles, CA, United States.
Veterans Affairs Greater Los Angeles Healthcare System, Los Angeles, CA, United States; Department of Psychiatry and Biobehavioral Sciences, David Geffen School of Medicine, University of California Los Angeles, Los Angeles, CA, United States.
Schizophr Res. 2019 Feb;204:104-110. doi: 10.1016/j.schres.2018.07.046. Epub 2018 Aug 16.
Studies demonstrate that dynamic assessment (i.e., learning potential) improves the prediction of response to rehabilitation over static measures in individuals with schizophrenia. Learning potential is most commonly assessed using neuropsychological tests under a test-train-test paradigm to examine change in performance. Novel learning potential approaches using social cognitive tasks may have added value, particularly for the prediction of social functioning, but this area is unexplored. The present study is the first to investigate whether patients with schizophrenia demonstrate social cognitive learning potential across phase of illness. This study included 43 participants at clinical high risk (CHR), 63 first-episode, and 36 chronic schizophrenia patients. Assessment of learning potential involved test-train-test versions of the Wisconsin Card Sorting Test (non-social cognitive learning potential) and the Facial Emotion Identification Test (social cognitive learning potential). Non-social and social cognition pre-training scores (static scores) uniquely predicted concurrent community functioning in patients with schizophrenia, but not in CHR participants. Learning potential showed no incremental explanation of variance beyond static scores. First-episode patients showed larger non-social cognitive learning potential than CHR participants and were similar to chronic patients; chronic patients and CHR participants were similar. Group differences across phase of illness were not observed for social cognitive learning potential. Subsequent research could explore whether non-social and social cognitive learning potential relate differentially to non-social versus social types of training and rehabilitation.
研究表明，与静态测量相比，动态评估（即学习潜能）能提高对精神分裂症患者康复反应的预测。学习潜能最常使用神经心理测试在测试-训练-测试范式下进行评估，以检查表现的变化。使用社会认知任务的新的学习潜能方法可能具有附加价值，特别是对社会功能的预测，但这一领域尚未得到探索。本研究首次调查精神分裂症患者在疾病不同阶段是否表现出社会认知学习潜能。本研究包括 43 名临床高风险（CHR）、63 名首发和 36 名慢性精神分裂症患者。学习潜能评估包括威斯康星卡片分类测试（非社会认知学习潜能）和面部表情识别测试（社会认知学习潜能）的测试-训练-测试版本。非社会和社会认知预训练分数（静态分数）可单独预测精神分裂症患者的同期社区功能，但不能预测 CHR 参与者。学习潜能在静态分数之外没有额外的方差解释。首发患者的非社会认知学习潜能大于 CHR 参与者，与慢性患者相似；慢性患者和 CHR 参与者相似。不同疾病阶段的社会认知学习潜能没有观察到组间差异。后续研究可以探讨非社会和社会认知学习潜能与非社会与社会类型的训练和康复之间的关系是否不同。
