Abstract
A growing literature indicates that learning potential (LP) measures, which examine performance changes following training on a task, may be important for understanding the role of cognition in functional outcome among people with schizophrenia and other serious mental illnesses. Because much of what is known about LP in this population has been demonstrated using the Wisconsin Card Sorting Test, the present study sought to extend this work by administering the Rey Osterrieth Complex Figure Test (ROCFT) in an LP format. 81 adults with schizophrenia or schizoaffective disorder were tested on the ROCFT using a test-train-test LP protocol. Results indicated significant performance improvements following training on the ROCFT. Further, the LP protocol differentiated subgroups of learners, non-learners, and high scorers, consistent with other LP work. These findings support the feasibility of adapting existing neurocognitive measures to examine learning potential. Further development of the LP literature is needed in order to examine the extent to which LP is test-dependent or is a more generalized construct.
Highlights
There is an extensive literature on cognitive impairments associated with schizophrenia; these deficits have been observed across a variety of domains such as attention, memory and executive functions [1,2,3]
Because much of what is known about learning potential (LP) in this population has been demonstrated using the Wisconsin Card Sorting Test, the present study sought to extend this work by administering the Rey Osterrieth Complex Figure Test (ROCFT) in an LP format. 81 adults with schizophrenia or schizoaffective disorder were tested on the ROCFT using a test-train-test LP protocol
This study examined a novel neurocognitive assessment, the ROCFT, as a learning potential measure in persons with schizophrenia spectrum disorders
Summary
There is an extensive literature on cognitive impairments associated with schizophrenia; these deficits have been observed across a variety of domains such as attention, memory and executive functions [1,2,3]. There have been efforts to examine more complex models of the cognition-outcome relationship [5,6,7]. LP typically is measured using dynamic assessment methods, which employ repeated test administrations and a training component. Dynamic assessment can be contrasted to traditional testing methods, which are static in nature and designed to capture a snapshot of current performance in a particular domain. Dynamic assessment and LP have been extended to areas such as traumatic brain injury [10] and studies of schizophrenia [11]
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