Verbal and visual learning ability in patients with treatment-resistant schizophrenia: A 1-year follow-up study
Objective: In the general population, repeated cognitive testing produces learning effects with potential for improved test performance. It is currently unclear whether the same effect of repeated cognitive testing on cognition pertains to people living with schizophrenia, a condition often associat...
| Main Authors: | , , , , , , , , , |
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| Format: | Article |
| Language: | English |
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Elsevier
2023-09-01
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| Series: | Schizophrenia Research: Cognition |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2215001323000069 |
| _version_ | 1797807054813921280 |
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| author | Urska Arnautovska Kathryn Vitangcol James P. Kesby Nicola Warren Susan L. Rossell Erica Neill Anthony Harris Cherrie Galletly David Castle Dan Siskind |
| author_facet | Urska Arnautovska Kathryn Vitangcol James P. Kesby Nicola Warren Susan L. Rossell Erica Neill Anthony Harris Cherrie Galletly David Castle Dan Siskind |
| author_sort | Urska Arnautovska |
| collection | DOAJ |
| description | Objective: In the general population, repeated cognitive testing produces learning effects with potential for improved test performance. It is currently unclear whether the same effect of repeated cognitive testing on cognition pertains to people living with schizophrenia, a condition often associated with significant cognitive impairments. This study aims to evaluate learning ability in people with schizophrenia and—considering the evidence that antipsychotic medication can additionally impair cognitive performance—explore the potential impact of anticholinergic burden on verbal and visual learning. Method: The study included 86 patients with schizophrenia, treated with clozapine, who had persisting negative symptoms. They were assessed at baseline, weeks 8, 24 and 52 using Positive and Negative Syndrome Scale, Hopkins Verbal Learning Test–Revised (HVLT-R) and Brief Visuospatial Memory Test-R (BVMT-R). Results: There were no significant improvements in verbal or visual learning across all measurements. Neither the clozapine/norclozapine ratio nor anticholinergic cognitive burden significantly predicted participants' total learning. Premorbid IQ was significantly associated with verbal learning on the HVLT-R. Conclusions: These findings advance our understanding of cognitive performance in people with schizophrenia and demonstrate limited learning performance in individuals with treatment-refractory schizophrenia. |
| first_indexed | 2024-03-13T06:16:46Z |
| format | Article |
| id | doaj.art-8c49cff4c92d4984aa6bc9d21b33a3a4 |
| institution | Directory Open Access Journal |
| issn | 2215-0013 |
| language | English |
| last_indexed | 2024-03-13T06:16:46Z |
| publishDate | 2023-09-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Schizophrenia Research: Cognition |
| spelling | doaj.art-8c49cff4c92d4984aa6bc9d21b33a3a42023-06-11T04:14:31ZengElsevierSchizophrenia Research: Cognition2215-00132023-09-0133100283Verbal and visual learning ability in patients with treatment-resistant schizophrenia: A 1-year follow-up studyUrska Arnautovska0Kathryn Vitangcol1James P. Kesby2Nicola Warren3Susan L. Rossell4Erica Neill5Anthony Harris6Cherrie Galletly7David Castle8Dan Siskind9Faculty of Medicine, University of Queensland, Brisbane, QLD 4102, Australia; Metro South Addictions and Mental Health Service, Woolloongabba, QLD 4102, Australia; Corresponding authors at: PAH Southside Clinical Unit, Faculty of Medicine, Princess Alexandra Hospital, 199 Ipswich Rd, Woolloongabba, QLD 4102, Australia.Faculty of Medicine, University of Queensland, Brisbane, QLD 4102, AustraliaQueensland Centre for Mental Health Research, Wacol, QLD 4076, Australia; Queensland Brain Institute, The University of Queensland, St Lucia, QLD 4067, AustraliaFaculty of Medicine, University of Queensland, Brisbane, QLD 4102, Australia; Metro South Addictions and Mental Health Service, Woolloongabba, QLD 4102, AustraliaCentre for Mental Health, School of Health Sciences, Swinburne University of Technology, Hawthorn, VIC 5062, Australia; Department of Psychiatry, St Vincent's Hospital Melbourne, Fitzroy, VIC 3065, AustraliaCentre for Mental Health, School of Health Sciences, Swinburne University of Technology, Hawthorn, VIC 5062, AustraliaSpecialty of Psychiatry, Sydney Medical School, University of Sydney, Sydney, NSW 2006, Australia; Westmead Institute for Medical Research, Westmead, NSW 2145, AustraliaDiscipline of Psychiatry, Adelaide Medical School, University of Adelaide, SA 5005, Australia; Northern Adelaide Local Health Network, Adelaide, SA 5005, AustraliaDepartment of Psychiatry, St Vincent's Hospital Melbourne, Fitzroy, VIC 3065, Australia; Centre for Complex Intervention, Centre for Addiction and Mental Health, Toronto 2283, Canada; Department of Psychiatry, The University of Toronto, Toronto 2283, CanadaFaculty of Medicine, University of Queensland, Brisbane, QLD 4102, Australia; Metro South Addictions and Mental Health Service, Woolloongabba, QLD 4102, Australia; Corresponding authors at: PAH Southside Clinical Unit, Faculty of Medicine, Princess Alexandra Hospital, 199 Ipswich Rd, Woolloongabba, QLD 4102, Australia.Objective: In the general population, repeated cognitive testing produces learning effects with potential for improved test performance. It is currently unclear whether the same effect of repeated cognitive testing on cognition pertains to people living with schizophrenia, a condition often associated with significant cognitive impairments. This study aims to evaluate learning ability in people with schizophrenia and—considering the evidence that antipsychotic medication can additionally impair cognitive performance—explore the potential impact of anticholinergic burden on verbal and visual learning. Method: The study included 86 patients with schizophrenia, treated with clozapine, who had persisting negative symptoms. They were assessed at baseline, weeks 8, 24 and 52 using Positive and Negative Syndrome Scale, Hopkins Verbal Learning Test–Revised (HVLT-R) and Brief Visuospatial Memory Test-R (BVMT-R). Results: There were no significant improvements in verbal or visual learning across all measurements. Neither the clozapine/norclozapine ratio nor anticholinergic cognitive burden significantly predicted participants' total learning. Premorbid IQ was significantly associated with verbal learning on the HVLT-R. Conclusions: These findings advance our understanding of cognitive performance in people with schizophrenia and demonstrate limited learning performance in individuals with treatment-refractory schizophrenia.http://www.sciencedirect.com/science/article/pii/S2215001323000069PsychosisTreatment-resistantPractice effectsAnticholinergic burden, learningCognition |
| spellingShingle | Urska Arnautovska Kathryn Vitangcol James P. Kesby Nicola Warren Susan L. Rossell Erica Neill Anthony Harris Cherrie Galletly David Castle Dan Siskind Verbal and visual learning ability in patients with treatment-resistant schizophrenia: A 1-year follow-up study Schizophrenia Research: Cognition Psychosis Treatment-resistant Practice effects Anticholinergic burden, learning Cognition |
| title | Verbal and visual learning ability in patients with treatment-resistant schizophrenia: A 1-year follow-up study |
| title_full | Verbal and visual learning ability in patients with treatment-resistant schizophrenia: A 1-year follow-up study |
| title_fullStr | Verbal and visual learning ability in patients with treatment-resistant schizophrenia: A 1-year follow-up study |
| title_full_unstemmed | Verbal and visual learning ability in patients with treatment-resistant schizophrenia: A 1-year follow-up study |
| title_short | Verbal and visual learning ability in patients with treatment-resistant schizophrenia: A 1-year follow-up study |
| title_sort | verbal and visual learning ability in patients with treatment resistant schizophrenia a 1 year follow up study |
| topic | Psychosis Treatment-resistant Practice effects Anticholinergic burden, learning Cognition |
| url | http://www.sciencedirect.com/science/article/pii/S2215001323000069 |
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