J Daniel Ragland1, Xiaonan L Liu2, Ashley B Williams2, Laura M Tully3, Tara A Niendam3, Cameron S Carter3, Charan Ranganath4. 1. Department of Psychiatry and Behavioral Sciences, University of California at Davis, Imaging Research Center, 4700 X Street, Sacramento, CA 95817, USA. Electronic address: jdragland@ucdavis.edu. 2. Department of Psychiatry and Behavioral Sciences, University of California at Davis, Imaging Research Center, 4700 X Street, Sacramento, CA 95817, USA; Department of Psychology, University of California at Davis, Center for Neuroscience, 1544, Newton Ct, Davis, CA 95618, USA. 3. Department of Psychiatry and Behavioral Sciences, University of California at Davis, Imaging Research Center, 4700 X Street, Sacramento, CA 95817, USA. 4. Department of Psychology, University of California at Davis, Center for Neuroscience, 1544, Newton Ct, Davis, CA 95618, USA.
Abstract
BACKGROUND: Providing early psychosis (EP) individuals with family psychoeducation (FPE) can reduce symptoms and improve clinical outcomes. However, relational memory problems may limit prospective utilization of FPE information. This study examines whether memory for FPE can be improved by testing participants during the initial FPE workshop presentation. METHOD: Data were obtained from 20 people with EP and 20 demographically matched healthy comparison subjects (HC). During session one, FPE was presented in small group workshops, with half of the information re-studied twice (re-study condition) and the remaining information tested twice using cued recall tasks (retrieval practice condition). One week later (session two), delayed cued recall was tested for all FPE information. "Testing effects" (i.e., better memory following retrieval practice versus re-study) were examined across all items (standard analysis) and also limited to items successfully retrieved during session one (conditionalized analysis). RESULTS: HC had better initial recall and learned more over the two retrieval practice trials than EP. However, HC also lost more information than EP over the one-week delay. Both groups produced a significant testing effect. This effect was smaller in EP versus HC across all test items, but did not differ for the conditionalized analysis. Negative symptoms were inversely correlated with delayed cued recall in EP. CONCLUSIONS: EP participants benefit from retrieval practice, with participants with less severe negative symptoms showing the greatest benefit. These results encourage use of memory tests during group psychoeducation to improve subsequent long-term recall of clinically relevant information.
BACKGROUND: Providing early psychosis (EP) individuals with family psychoeducation (FPE) can reduce symptoms and improve clinical outcomes. However, relational memory problems may limit prospective utilization of FPE information. This study examines whether memory for FPE can be improved by testing participants during the initial FPE workshop presentation. METHOD: Data were obtained from 20 people with EP and 20 demographically matched healthy comparison subjects (HC). During session one, FPE was presented in small group workshops, with half of the information re-studied twice (re-study condition) and the remaining information tested twice using cued recall tasks (retrieval practice condition). One week later (session two), delayed cued recall was tested for all FPE information. "Testing effects" (i.e., better memory following retrieval practice versus re-study) were examined across all items (standard analysis) and also limited to items successfully retrieved during session one (conditionalized analysis). RESULTS: HC had better initial recall and learned more over the two retrieval practice trials than EP. However, HC also lost more information than EP over the one-week delay. Both groups produced a significant testing effect. This effect was smaller in EP versus HC across all test items, but did not differ for the conditionalized analysis. Negative symptoms were inversely correlated with delayed cued recall in EP. CONCLUSIONS: EP participants benefit from retrieval practice, with participants with less severe negative symptoms showing the greatest benefit. These results encourage use of memory tests during group psychoeducation to improve subsequent long-term recall of clinically relevant information.
Authors: Suzanne N Avery; Kristan Armstrong; Jennifer U Blackford; Neil D Woodward; Neal Cohen; Stephan Heckers Journal: Schizophr Res Date: 2019-08-08 Impact factor: 4.939
Authors: John D Ragland; Robert S Blumenfeld; Ian S Ramsay; Andrew Yonelinas; Jong Yoon; Marjorie Solomon; Cameron S Carter; Charan Ranganath Journal: Neuroimage Date: 2011-08-31 Impact factor: 6.556
Authors: J Daniel Ragland; Stephen T Moelter; Claire McGrath; S Kristian Hill; Raquel E Gur; Warren B Bilker; Steven J Siegel; Ruben C Gur Journal: Biol Psychiatry Date: 2003-12-01 Impact factor: 13.382