Social Cognitive Problem-Solving Skills in Schizophrenia

Abstract

Social cognitive problem-solving skills (SCPS) were studied in patients with schizophrenia and normal volunteers using various measures. The means-ends problem solving procedure (MEPS) was used to assess SCPS; the mini-mental state examination, the Rey auditory verbal learning test (RAVLT), and fluency tests were used to assess molecular neuro cognitive deficits. Psychiatric symptoms and general functioning were assessed with the Positive and Negative Symptoms Scale (PANSS) and Global Assessment of Function (GAF), respectively. Fluency tests are measures to evaluate divergent thinking and include the Word Fluency Test and the Idea Fluency Test. Qualitative analysis of responses to the Idea Fluency Test was also conducted. In the entire group with schizophrenia, the relationships among SCPS and symptoms and general functioning were studied. The relationship between SCPS and molecular neurocognitive deficits was studied in patients with higher RAVLT scores. The results indicate that patients with schizophrenia had statistically poorer performance on MEPS. MEPS scores were correlated with GAF but not with any subcategory of PANSS. Regarding molecular neurocognitive deficits, the task-modified responses to the Idea Fluency Test were correlated with MEPS scores in patients with higher RAVLT scores. This suggests that SCPS is related to divergent thinking requiring concept flexibility or conversion of viewpoint in schizophrenia.