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描述精神分裂症谱系障碍认知异质性的结构。系统评价和叙述性综合。

Characterising the structure of cognitive heterogeneity in schizophrenia spectrum disorders. A systematic review and narrative synthesis.

机构信息

Centre for Mental Health, Faculty of Health, Arts and Design, Swinburne University of Technology, Victoria, 3122, Australia.

Centre for Mental Health, Faculty of Health, Arts and Design, Swinburne University of Technology, Victoria, 3122, Australia; Melbourne Neuropsychiatry Centre, Department of Psychiatry, The University of Melbourne and Melbourne Health, Carlton South, Victoria, 3053, Australia.

出版信息

Neurosci Biobehav Rev. 2019 Dec;107:252-278. doi: 10.1016/j.neubiorev.2019.09.006. Epub 2019 Sep 7.

Abstract

The aim of the present review was to systematically summarise our current understanding of the structure of the cognitive heterogeneity that exists within schizophrenia spectrum disorder (SSD). Fifty-two relevant studies were identified from January 1980 to March 2019 that investigated cognitive subgroups within SSD. Twenty-five studies employed classification criteria based on current neuropsychological function, 14 studies employed various data-driven subgrouping methodologies and 13 studies investigated putative cognitive symptom trajectories. Despite considerable methodological variability, three distinct cognitive subgroups reliability emerged; a relatively intact cognitive subgroup characterised by high cognitive performance, an intermediate cognitive subgroup defined by mixed or moderate levels of cognitive function/dysfunction and a globally impaired subgroup characterised by severe cognitive deficits. Whilst preliminary evidence suggests that these subgroups may have further investigative relevance in and of themselves, additional research is required and discussed. A set of reporting guidelines are also presented to overcome the methodological inconsistencies identified in the reviewed literature.

摘要

本综述旨在系统地总结我们目前对精神分裂症谱系障碍(SSD)中认知异质性结构的理解。从 1980 年 1 月至 2019 年 3 月,我们确定了 52 项相关研究,这些研究调查了 SSD 中的认知亚组。25 项研究采用了基于当前神经心理学功能的分类标准,14 项研究采用了各种基于数据的分组方法,13 项研究调查了潜在的认知症状轨迹。尽管存在相当大的方法学变异性,但出现了三个不同的认知亚组;一个相对完整的认知亚组以高认知表现为特征,一个中间认知亚组以混合或中度认知功能/障碍为特征,一个整体受损的亚组以严重认知缺陷为特征。尽管初步证据表明这些亚组本身可能具有进一步的研究相关性,但需要并讨论了更多的研究。还提出了一套报告指南,以克服所审查文献中确定的方法学不一致性。

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