State-dependent implicit learning deficit in schizophrenia: Evidence from 20-month follow-up
State-dependent implicit learning deficit in schizophrenia: Evidence from 20-month follow-up
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DOI：
10.1016/j.psychres.2005.09.019
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发表时间：
2006-05-30
影响因子：
11.3
通讯作者：
Irle, Eva
中科院分区：
文献类型：
--
作者：
Exner, Cornelia;Boucsein, Katrin;Irle, Eva
先前的研究已经证实了精神分裂症在不同疾病状态下的稳定外显记忆缺陷。然而，人们对精神分裂症患者在整个病程中的内隐学习能力知之甚少。本研究采用序列反应时间任务（SRTT）评估了19名精神分裂症受试者（DSM-IV标准）和19名匹配对照者的程序性学习。使用阳性和阴性症状评估量表评估阴性、阳性和紊乱症状的严重程度。20个月后，当精神分裂症受试者的症状基本缓解时，对II型精神分裂症受试者和II型对照者的子样本进行了重新评估。精神分裂症受试者在急性发作期间严重受损的序列特异性程序学习。这种缺陷不能用一般的记忆或处理速度障碍来解释。受损的内隐学习分数显着相关的紊乱症状的较高评级。然而，20个月后，当急性症状缓解时，精神分裂症受试者在程序性学习方面的表现已经正常化。我们的研究结果可能与以前的报告中精神分裂症患者在急性发作期间适应持续的感知和行为程序以适应先前在其环境中经历的不适的能力降低的概念重叠。(c)2005爱思唯尔爱尔兰有限公司保留所有权利。
Previous research has confirmed stable explicit memory deficits in schizophrenia across disease states. However, little is known about the implicit learning capabilities of individuals with schizophrenia across the course of illness. The current study assessed procedural learning in 19 schizophrenia subjects (DSM-IV criteria) and 19 matched controls using the Serial Reaction-Time Task (SRTT). The severity of negative, positive and disorganized symptoms was assessed using the Scales for the Assessment of Positive and Negative Symptoms. A sub-sample of II schizophrenia subjects and II controls was reassessed 20 months later when symptoms in the schizophrenia subjects had largely remitted. Schizophrenia subjects were severely impaired on sequence-specific procedural learning during an acute episode. This deficit could not be explained by a general memory or processing speed impairment. Impaired implicit learning scores were significantly related to higher ratings of disorganized symptoms. However, 20 months later, when acute symptoms had remitted, the performance of the schizophrenia subjects on procedural learning had normalized. Our findings might share a conceptual overlap with previous reports of a reduced ability of schizophrenia subjects during an acute episode to adapt ongoing perceptual and behavioral programs to previously experienced regularities in their environment. (c) 2005 Elsevier Ireland Ltd. All rights reserved.