Wisconsin Card Sorting Test performance in schizophrenia: remediation of a stubborn deficit.
Wisconsin Card Sorting Test performance in schizophrenia: remediation of a stubborn deficit.
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DOI：
10.1176/ajp.149.1.62
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发表时间：
1992
期刊：
影响因子：
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通讯作者：
Michael F. Green;Paul Satz;S. Ganzell;Vaclav Jf
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文献类型：
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作者：
Michael F. Green;Paul Satz;S. Ganzell;Vaclav Jf
客观精神分裂症患者通常在威斯康星卡片分类测试中表现不佳，该测试是前额叶功能的假定指标。作者试图通过提供详细的指导和金钱强化来弥补精神分裂症患者在这一措施上的缺陷。方法 46 名患有慢性精神分裂症的住院患者和 20 名患有其他精神疾病的对照受试者在四种不同的金钱强化和指导水平的条件下进行了威斯康星卡片分类测试。精神分裂症患者接受了简短精神病评定量表（BPRS）和三项信息处理测量（持续表现测试、忧虑广度和针测试）。结果 在大多数情况下，精神分裂症患者的表现都比精神病对照对象差。金钱强化对表现影响不大，但详细的指导显着提高了两组的分数。当撤回指令并维持金钱强化时，两组的表现均继续优于基线。症状与威斯康星卡片分类测试表现没有显着相关性。一项测量（Pin 测试）与威斯康星卡片分类测试的表现显着相关。结论 结果表明，将动机与指导因素相结合对于训练精神病患者解决问题非常重要。
OBJECTIVE Schizophrenic patients typically perform poorly on the Wisconsin Card Sorting Test, which is a putative index of prefrontal functioning. The authors attempted to remediate the deficits of schizophrenic patients on this measure by giving detailed instructions and monetary reinforcement. METHOD Forty-six inpatients with chronic schizophrenia and 20 control subjects with other psychiatric illnesses were given the Wisconsin Card Sorting Test under four conditions that varied in monetary reinforcement and level of instructions. The schizophrenic patients were given the Brief Psychiatric Rating Scale (BPRS) and three information processing measures (the Continuous Performance Test, Span of Apprehension, and Pin Test). RESULTS Schizophrenic patients performed worse than psychiatric control subjects across most conditions. Monetary reinforcement had little effect on performance, but detailed instructions significantly improved the scores for both groups. When instructions were withdrawn and monetary reinforcement was maintained, both groups continued to show improved performance over baseline. Symptoms were not significantly associated with Wisconsin Card Sorting Test performance. One measure (the Pin Test) correlated significantly with performance on the Wisconsin Card Sorting Test. CONCLUSIONS The results suggest the importance of combining motivational with instructional factors for training psychiatric patients in problem solving.