Charlie A Davidson1, Jason K Johannesen2, Joanna M Fiszdon3. 1. Yale University School of Medicine, Department of Psychiatry, 300 George St., Suite 901, New Haven, CT 06511, USA. Electronic address: charles.davidson@yale.edu. 2. Yale University School of Medicine, Department of Psychiatry, 300 George St., Suite 901, New Haven, CT 06511, USA; VA Connecticut Healthcare System, Psychology Service 116B, 950 Campbell Ave, West Haven, CT 06516, USA. Electronic address: jason.johannesen@yale.edu. 3. Yale University School of Medicine, Department of Psychiatry, 300 George St., Suite 901, New Haven, CT 06511, USA; VA Connecticut Healthcare System, Psychology Service 116B, 950 Campbell Ave, West Haven, CT 06516, USA. Electronic address: joanna.fiszdon@yale.edu.
Abstract
BACKGROUND: The construct, convergent, discriminant, and predictive validity of Learning Potential (LP) was evaluated in a trial of cognitive remediation for adults with schizophrenia-spectrum disorders. LP utilizes a dynamic assessment approach to prospectively estimate an individual's learning capacity if provided the opportunity for specific related learning. METHODS: LP was assessed in 75 participants at study entry, of whom 41 completed an eight-week cognitive remediation (CR) intervention, and 22 received treatment-as-usual (TAU). LP was assessed in a "test-train-test" verbal learning paradigm. Incremental predictive validity was assessed as the degree to which LP predicted memory skill acquisition above and beyond prediction by static verbal learning ability. RESULTS: Examination of construct validity confirmed that LP scores reflected use of trained semantic clustering strategy. LP scores correlated with executive functioning and education history, but not other demographics or symptom severity. Following the eight-week active phase, TAU evidenced little substantial change in skill acquisition outcomes, which related to static baseline verbal learning ability but not LP. For the CR group, LP significantly predicted skill acquisition in domains of verbal and visuospatial memory, but not auditory working memory. Furthermore, LP predicted skill acquisition incrementally beyond relevant background characteristics, symptoms, and neurocognitive abilities. CONCLUSIONS: Results suggest that LP assessment can significantly improve prediction of specific skill acquisition with cognitive training, particularly for the domain assessed, and thereby may prove useful in individualization of treatment. Published by Elsevier B.V.
BACKGROUND: The construct, convergent, discriminant, and predictive validity of Learning Potential (LP) was evaluated in a trial of cognitive remediation for adults with schizophrenia-spectrum disorders. LP utilizes a dynamic assessment approach to prospectively estimate an individual's learning capacity if provided the opportunity for specific related learning. METHODS:LP was assessed in 75 participants at study entry, of whom 41 completed an eight-week cognitive remediation (CR) intervention, and 22 received treatment-as-usual (TAU). LP was assessed in a "test-train-test" verbal learning paradigm. Incremental predictive validity was assessed as the degree to which LP predicted memory skill acquisition above and beyond prediction by static verbal learning ability. RESULTS: Examination of construct validity confirmed that LP scores reflected use of trained semantic clustering strategy. LP scores correlated with executive functioning and education history, but not other demographics or symptom severity. Following the eight-week active phase, TAU evidenced little substantial change in skill acquisition outcomes, which related to static baseline verbal learning ability but not LP. For the CR group, LP significantly predicted skill acquisition in domains of verbal and visuospatial memory, but not auditory working memory. Furthermore, LP predicted skill acquisition incrementally beyond relevant background characteristics, symptoms, and neurocognitive abilities. CONCLUSIONS: Results suggest that LP assessment can significantly improve prediction of specific skill acquisition with cognitive training, particularly for the domain assessed, and thereby may prove useful in individualization of treatment. Published by Elsevier B.V.
Authors: Anja Vaskinn; Kjetil Sundet; Svein Friis; Carmen Simonsen; Astrid B Birkenaes; Halldora Jónsdóttir; Petter Andreas Ringen; Ole A Andreassen Journal: J Int Neuropsychol Soc Date: 2008-03 Impact factor: 2.892
Authors: Dennis R Combs; Aneta Tosheva; David L Penn; Michael R Basso; Jill L Wanner; Kristen Laib Journal: Schizophr Res Date: 2008-06-27 Impact factor: 4.939
Authors: Peter E Clayson; Robert S Kern; Keith H Nuechterlein; Barbara J Knowlton; Carrie E Bearden; Tyrone D Cannon; Alan P Fiske; Livon Ghermezi; Jacqueline N Hayata; Gerhard S Hellemann; William P Horan; Kimmy Kee; Junghee Lee; Kenneth L Subotnik; Catherine A Sugar; Joseph Ventura; Cindy M Yee; Michael F Green Journal: Schizophr Res Date: 2018-08-16 Impact factor: 4.939
Authors: Stefano Barlati; Giacomo Deste; Alessandro Galluzzo; Anna Paola Perin; Paolo Valsecchi; Cesare Turrina; Antonio Vita Journal: Front Pharmacol Date: 2019-01-10 Impact factor: 5.810