Differences in performance and learning proficiency on the Wisconsin Card Sorting Test in schizophrenia: Do they reflect distinct neurocognitive subtypes with distinct functional profiles?
Differences in performance and learning proficiency on the Wisconsin Card Sorting Test in schizophrenia: Do they reflect distinct neurocognitive subtypes with distinct functional profiles?
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DOI：
10.1016/j.schres.2005.09.003
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发表时间：
2006-01-31
影响因子：
4.5
通讯作者：
Wexler, BE
中科院分区：
文献类型：
--
作者：
Kurtz, MM;Wexler, BE
本研究的目的有两个方面：1)确定是否可以用其他独立的执行功能和学习测试来证实精神分裂症患者在执行功能、威斯康星卡片分类测试（WCST）和在扩展教学中学习任务的能力上的整体表现的先验亚型，如果可以，2)确定这些组是否具有不同的神经认知特征和功能能力的差异。将54例精神分裂症门诊患者按WCST表现分为执行功能完整组（n = 28）、学习能力良好组（n = 13）和学习能力较差组（n = 13）。然后对这些组进行全面的神经认知测试和基于性能的功能状态测量，即UCSD基于性能的技能评估（UPSA）。wcst完整亚组在执行功能、工作记忆和快速运动排序的第二项测试中表现明显优于其他组。受益于扩展WCST教学的受损WCST患者（“良好学习者”）在第二项学习测量和听觉分散注意测量上也比没有受益于教学的患者（“不良学习者”）表现更好。完整的WCST亚组比“强”或“差”学习者有更大的功能能力。这些亚型可能对行为治疗干预的反应有影响。(c) 2005 Elsevier B.V.版权所有
The aim of this study was two-fold: 1) to determine whether a priori subtyping of patients with schizophrenia based on both overall performance on a measure of executive-function, the Wisconsin Card Sorting Test (WCST), and ability to learn the task with expanded instruction, could be confirmed with other, independent measures of executive-function and learning, and, if so, 2) to determine whether these groups have different neurocognitive profiles and show differences in functional capacity. Fifty-four outpatients with schizophrenia were divided by WCST performance into three groups: intact executive-function (n = 28), "good learner" (n = 13), and "poor learner" (n = 13) groups. These groups were then assessed with a comprehensive neurocognitive test battery and a performance-based measure of functional status, the UCSD Performance-based Skills Assessment (UPSA). The WCST-intact subgroup performed significantly better than other groups on a second measure of executive-function and in working memory, and speeded motor sequencing. Impaired WCST patients who benefited from expanded WCST instruction ("good learners) also showed better performance than patients who did not benefit from instruction ("poor-learners') on a second measure of learning, as well as on a measure of auditory divided attention. The intact WCST subgroup had greater functional capacity than either "strong" or "poor" learners. These subtypes may have implications for response to behavioral treatment interventions. (c) 2005 Elsevier B.V. All rights reserved.