Evidence of some strategic preservation of episodic learning in patients with schizophrenia

• Published in: Psychiatry research Vol. 195; no. 1; pp. 27 - 31
• Main Authors: Thuaire, Flavien, Izaute, Marie, Bacon, Elisabeth
• Format: Journal Article
• Language: English
• Published: Kidlington Elsevier Ireland Ltd 30-01-2012; Elsevier
• Subjects: Adult; Adult and adolescent clinical studies; Analysis of Variance; Biological and medical sciences; Control; Female; Humans; Learning Disorders - etiology; Male; Medical sciences; Memory; Mental Recall - physiology; Meta-cognition; Middle Aged; Monitoring; Neuropsychological Tests; Psychiatric Status Rating Scales; Psychiatry; Psychology. Psychoanalysis. Psychiatry; Psychopathology. Psychiatry; Psychoses; Reaction Time; Schizophrenia; Schizophrenia - complications; Schizophrenic Psychology; Statistics as Topic; Vocabulary; Schizophrenia; Control; Memory; Monitoring; Meta-cognition; Psychosis; Learning; Human; Acquisition process; Metacognition; Strategy; Cognition
• ISSN: 0165-1781; 1872-7123
• DOI: 10.1016/j.psychres.2011.07.036

Abstract The aim of this study was to gain a better understanding of schizophrenia patients' strategic use of learning time allocation during encoding, and determine whether they are able to use their monitoring and previous performances to adapt their learning behavior efficiently. Schizophrenia is considered to be a pathology of consciousness as well as being associated with impaired awareness of cognitive processes. In this study, after a learning session, individuals may express a Judgment of Learning (JOL), which reflects their sense of being able to retrieve the information later and which forms the basis for their decision whether or not to carry on learning. The introspective abilities of schizophrenia patients and subsequent strategic control of study time during the encoding of easy or difficult word pairs were investigated in 23 patients and 23 healthy comparison subjects. In spite of their memory impairment, patients were able to judge the difficulty of the word pairs with accuracy and adapt their learning time accordingly. Schizophrenia patients are sensitive to difficulty when rating JOLs and afterwards controlling study time. Monitoring their knowledge at the start helped patients to adapt their learning efficiently. These findings may be of value for cognitive remediation.