Associative interference in the verbal learning performance of schizophrenics and normals.

1964 ◽  
Vol 68 (2) ◽  
pp. 204-209 ◽  
Author(s):  
Janet Taylor Spence ◽  
Charles V. Lair
Keyword(s):  
Verbal Learning ◽  
Learning Performance ◽  
Associative Interference

Learning and Consolidation of Verbal Declarative Memory in Patients with Posttraumatic Stress Disorder

2010 ◽  
Vol 218 (2) ◽  
pp. 135-140 ◽  
Author(s):  
Slawomira J. Diener ◽  
Herta Flor ◽  
Michèle Wessa
Keyword(s):  
Posttraumatic Stress Disorder ◽  
Posttraumatic Stress ◽  
Verbal Memory ◽  
Stress Disorder ◽  
Declarative Memory ◽  
Memory Performance ◽  
Verbal Learning ◽  
Depression Scale ◽  
Learning Performance ◽  
Ptsd Symptoms

Impairments in declarative memory have been reported in posttraumatic stress disorder (PTSD). Fragmentation of explicit trauma-related memory has been assumed to impede the formation of a coherent memorization of the traumatic event and the integration into autobiographic memory. Together with a strong non-declarative memory that connects trauma reminders with a fear response the impairment in declarative memory is thought to be involved in the maintenance of PTSD symptoms. Fourteen PTSD patients, 14 traumatized subjects without PTSD, and 13 non-traumatized healthy controls (HC) were tested with the California Verbal Learning Test (CVLT) to assess verbal declarative memory. PTSD symptoms were assessed with the Clinician Administered PTSD Scale and depression with the Center of Epidemiological Studies Depression Scale. Several indices of the CVLT pointed to an impairment in declarative memory performance in PTSD, but not in traumatized persons without PTSD or HC. No group differences were observed if recall of memory after a time delay was set in relation to initial learning performance. In the PTSD group verbal memory performance correlated significantly with hyperarousal symptoms, after concentration difficulties were accounted for. The present study confirmed previous reports of declarative verbal memory deficits in PTSD. Extending previous results, we propose that learning rather than memory consolidation is impaired in PTSD patients. Furthermore, arousal symptoms may interfere with successful memory formation in PTSD.

scholarly journals The functional impairment of different subtypes and occupational states in euthymic patients with bipolar disorder

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Xinyu Liu ◽  
Xiaojuan Ma ◽  
Wenchen Wang ◽  
Jian Zhang ◽  
Xia Sun ◽  
...  
Keyword(s):  
Bipolar Disorder ◽  
Social Functioning ◽  
Rating Scale ◽  
Verbal Learning ◽  
Occupational Status ◽  
Learning Performance ◽  
Neurocognitive Functioning ◽  
Type I ◽  
Speed Of Processing ◽  
Occupational Functioning

Abstract Background The aim was to explore the associations between clinical symptoms, demographic variables, social and neurocognitive functioning in euthymic patients with bipolar disorder (BD) stratified by subgroups of DSM-IV BD (type I (BD-I) and type II (BD-II)) and occupational status (employed/unemployed), and to highlight the significance of occupational status when assessing social and neurocognitive functioning in euthymic BD patients. Methods A total of 81 euthymic BD patients were participated in the study. The severity of the depressive and manic/hypomanic symptoms was measured using the 17-item Hamilton Depression Rating Scale (HDRS-17) and the Young Mania Rating Scale (YMRS), respectively. Social functioning and neurocognitive functioning were evaluated by the Functioning Assessment Short Test (FAST) and neurocognitive measures, respectively. Results Employed BD patients displayed greater social functioning (autonomy, occupational functioning, interpersonal relationship domain) and better verbal learning performance and speed of processing than unemployed BD patients. The correlation between neurocognitive functioning and social functioning was stronger in the employed group than in the unemployed group. There were no significant differences in neurocognitive and social functioning between the BD-I and BD-II groups, and the correlation between neurocognitive functioning and social functioning was similar between the BD-I and BD-II groups. Conclusion Employed BD patients may present greater occupational functioning and interpersonal relationships, as well as better verbal learning performance and speed of processing.

Quantitative and qualitative differences in the verbal learning performance of elderly depressives and healthy controls

1998 ◽  
Vol 4 (2) ◽  
pp. 115-126 ◽  
Author(s):  
Deborah A. King ◽  
Christopher Cox ◽  
Jeffrey M. Lyness ◽  
Yeates Conwell ◽  
and Eric D. Caine
Keyword(s):  
Learning And Memory ◽  
Memory Performance ◽  
Verbal Learning ◽  
Learning Performance ◽  
California Verbal Learning Test ◽  
Late Life Depression ◽  
Learning Functions ◽  
Delayed Recognition ◽  
Learning Test ◽  
Unipolar Major Depression

We compared the verbal learning and memory performance of 57 inpatients with unipolar major depression and 30 nondepressed control participants using the California Verbal Learning Test. The effect of age within this elderly sample was also examined, controlling for sex, educational attainment, and estimated level of intelligence. Except for verbal retention, the depressives had deficits in most aspects of performance, including cued and uncued recall and delayed recognition memory. As well, there were interactions between depression effects and age effects on some measures such that depressives' performance declined more rapidly with age than did the performance of controls. The results are discussed in the context of recent contradictory reports about the integrity of learning and memory functions in late-life depression. We conclude that there is consistent evidence, from this and other studies, that elderly depressed inpatients have significant deficits in a range of explicit verbal learning functions. (JINS, 1998, 4, 115–126.)

The Effect of Warm-Up on Rote Learning Performance

1972 ◽  
Vol 38 (8) ◽  
pp. 623-627 ◽  
Author(s):  
Herbert J. Prehm ◽  
Donald R. Logan ◽  
Maxine Towle
Keyword(s):  
Early Stage ◽  
Verbal Learning ◽  
Mentally Retarded ◽  
Learning Performance ◽  
Experimental Task ◽  
Rote Learning ◽  
Warm Up ◽  
Paired Associates ◽  
The Third ◽  
Early Stages

The primary purpose of this investigation was to determine if mentally retarded subjects, when compared to nonretarded subjects, exhibit a deficit in the early stages of rote verbal learning. Its second purpose was to determine if the hypothesized early stage deficit in retarded children could be reduced. Ninety mentally retarded and 90 nonretarded subjects were randomly assigned to three pretraining groups. The pretraining task was a list of four nonmeaningful paired associates. One group received no pretraining, the second received 3 trials on the pretraining list, and the third, 9 trials. The experimental task consisted of six nonmeaningful paired associates. Analysis of the data indicated that the retarded subjects exhibited a pronounced deficit in the early stage of learning and that pretraining had no effect on performance.

The Functional Impairment of Different Subtypes and Occupational States in Euthymic Patients With Bipolar Disorder

2021 ◽  
Author(s):  
Xinyu Liu ◽  
Xiaojuan Ma ◽  
Wenchen wang ◽  
Jian Zhang ◽  
Xia Sun ◽  
...  
Keyword(s):  
Bipolar Disorder ◽  
Social Functioning ◽  
Rating Scale ◽  
Verbal Learning ◽  
Occupational Status ◽  
Learning Performance ◽  
Neurocognitive Functioning ◽  
Type I ◽  
Speed Of Processing ◽  
Occupational Functioning

Abstract Background The aim was to explore the associations between clinical symptoms, demographic variables, social and neurocognitive functioning in euthymic patients with bipolar disorder (BD) stratified by subgroups of DSM-IV BD (BD-type I and BD-type II) and occupational status(employed/unemployed), and to highlight the significance of occupational status when assessing social and neurocognitive functioning in euthymic BD patients. Methods A total of 81 euthymic BD patients were participated in the study. The severity of the depressive and manic/hypomanic symptoms was measured using the 17-item Hamilton Depression Rating Scale (HDRS-17) and the Young Mania Rating Scale (YMRS), respectively. Social functioning and neurocognitive functioning were evaluated by the Functioning Assessment Short Test (FAST) and neurocognitive measures, respectively. Results Employed BD patients displayed greater social functioning (autonomy, occupational functioning, interpersonal relationship domain) and better verbal learning performance and speed of processing than unemployed BD patients. The correlation between neurocognitive functioning and social functioning was stronger in the employed group than in the unemployed group. There were no significant differences in neurocognitive and social functioning between the BD-I and BD-II groups, and the correlation between neurocognitive functioning and social functioning was similar between the BD-I and BD-II groups. Conclusion Employed BD patients may present greater occupational functioning and interpersonal relationships, as well as better verbal learning performance and speed of processing.

scholarly journals Associations between Verbal Learning Slope and Neuroimaging Markers across the Cognitive Aging Spectrum

2015 ◽  
Vol 21 (6) ◽  
pp. 455-467 ◽  
Author(s):  
Katherine A. Gifford ◽  
Jeffrey S. Phillips ◽  
Lauren R. Samuels ◽  
Elizabeth M. Lane ◽  
Susan P. Bell ◽  
...  
Keyword(s):  
Prefrontal Cortex ◽  
Sex Education ◽  
Cognitive Aging ◽  
Verbal Learning ◽  
Hippocampal Volume ◽  
Learning Performance ◽  
Parahippocampal Gyrus ◽  
Ventrolateral Prefrontal Cortex ◽  
Slope Method ◽  
Simple Slope

AbstractA symptom of mild cognitive impairment (MCI) and Alzheimer’s disease (AD) is a flat learning profile. Learning slope calculation methods vary, and the optimal method for capturing neuroanatomical changes associated with MCI and early AD pathology is unclear. This study cross-sectionally compared four different learning slope measures from the Rey Auditory Verbal Learning Test (simple slope, regression-based slope, two-slope method, peak slope) to structural neuroimaging markers of early AD neurodegeneration (hippocampal volume, cortical thickness in parahippocampal gyrus, precuneus, and lateral prefrontal cortex) across the cognitive aging spectrum [normal control (NC); (n=198; age=76±5), MCI (n=370; age=75±7), and AD (n=171; age=76±7)] in ADNI. Within diagnostic group, general linear models related slope methods individually to neuroimaging variables, adjusting for age, sex, education, and APOE4 status. Among MCI, better learning performance on simple slope, regression-based slope, and late slope (Trial 2–5) from the two-slope method related to larger parahippocampal thickness (all p-values<.01) and hippocampal volume (p<.01). Better regression-based slope (p<.01) and late slope (p<.01) were related to larger ventrolateral prefrontal cortex in MCI. No significant associations emerged between any slope and neuroimaging variables for NC (p-values ≥.05) or AD (p-values ≥.02). Better learning performances related to larger medial temporal lobe (i.e., hippocampal volume, parahippocampal gyrus thickness) and ventrolateral prefrontal cortex in MCI only. Regression-based and late slope were most highly correlated with neuroimaging markers and explained more variance above and beyond other common memory indices, such as total learning. Simple slope may offer an acceptable alternative given its ease of calculation. (JINS, 2015, 21, 455–467)

Stimulus modality and verbal learning performance in normal aging

2002 ◽  
Vol 82 (3) ◽  
pp. 296-311 ◽  
Author(s):  
Fofi Constantinidou ◽  
Susan Baker
Keyword(s):  
Verbal Learning ◽  
Normal Aging ◽  
Learning Performance ◽  
Stimulus Modality

Subjective Memory in Multiple Sclerosis is Associated with Initial-Trial Learning Performance

2011 ◽  
Vol 17 (3) ◽  
pp. 557-561 ◽  
Author(s):  
Denise Krch ◽  
James F. Sumowski ◽  
John DeLuca ◽  
Nancy Chiaravalloti
Keyword(s):  
Multiple Sclerosis ◽  
Learning And Memory ◽  
Recall Performance ◽  
Verbal Learning ◽  
Self Report ◽  
Learning Performance ◽  
Subjective Memory ◽  
Initial Exposure ◽  
Memory Functioning ◽  
Neuropsychological Evaluations

AbstractSubjective reports of memory functioning are often included as part of neuropsychological evaluations. However, information from subjective measures often conflicts with formal testing results. The current study explored the relationships among self-reported memory functioning and objective learning and memory measures. Sixty-four multiple sclerosis (MS) patients completed a self-report memory questionnaire (Memory Functioning Questionnaire, MFQ) and objective measures of learning and memory (California Verbal Learning Test-II, CVLT-II; Open-Trial Selective Reminding Test, OT-SRT; and Prose Memory, PM). Significant positive correlations were found between self-reported memory functioning and recall following initial exposure to material: OT-SRT Trial 1 (r = .42; p = .001); CVLT-II Trial 1 (r = .39; p = .002): PM Immediate Recall (r = .28; p = .028). Subjective memory was unrelated to recall performance on subsequent learning trials, aggregate learning scores, or delayed free recall. Results suggest that self-reported memory functioning in MS patients may be specifically related to single-trial learning. (JINS, 2011, 17, 557–561)

Effects of a Mnemonic Technique Applied to Verbal Learning and Memory

1965 ◽  
Vol 21 (1) ◽  
pp. 123-134 ◽  
Author(s):  
Richard K. Smith ◽  
Clyde E. Noble
Keyword(s):  
Statistical Significance ◽  
Verbal Learning ◽  
Learning Performance ◽  
Primary Sources ◽  
Control Group ◽  
Control Groups ◽  
Complex Interactions ◽  
Lecture Demonstration ◽  
Mnemonic Technique ◽  
Methodological Problems

This investigation evaluated the effects of Furst's mnemonic technique applied to serial verbal learning using consonant-vowel-consonant (CVC) lists of Low (1.07), Medium (2.75), and High (4.37) scaled meaningfulness ( m‘) values. On the basis of three pre-experimental tasks known to correlate well with serial learning performance, 126 college Ss were recruited to form 18 matched pairs at each of seven ability levels. One member of each pair was assigned to the experimental group and given a 1-hr. lecture-demonstration on Furst's “hook” method. This was followed by four days of private practice in imagery using a list of 100 random digits. The other Ss were assigned to the control group. All Ss were then divided into three experimental and three control groups of 21 comparable Ss each. Ss received 20 Learning trials on one of the three 10-item CVC lists, were excused for 24 hr., then retested for 10 Relearning trials on the same list. Furst's method produced significant differences in Recall (loss over the 24-hr. test) and Relearning, but the differences failed to reach statistical significance for the Learning phase. A complex relationship existed between the effectiveness of the Method and Meaningfulness, with no differences occurring for highly meaningful lists, large differences for medium m' lists, and small differences for low m' lists. Superiority of the experimental groups over the control groups was mainly attributable to better performance on the part of low-ability Ss. Both Meaningfulness and Ability were primary sources of between-group differences during Learning, Recall, and Relearning. Complex interactions appeared between degree of meaningfulness, level of ability, and Furst's method. Some methodological problems were discussed. It was concluded that Furst's mnemonic technique has limited usefulness during the acquisition of a serial verbal list, and perhaps a significant facilitating effect on retention, provided the material to be recalled is of medium or low meaningfulness, but no efficacy for remembering highly meaningful materials learned under the present conditions.

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