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Attentional Characteristics of Schizophrenia Patients Differing in Learning Proficiency on the Wisconsin Card Sorting Test

Attentional Characteristics of Schizophrenia Patients Differing in Learning Proficiency on the... Abstract The Wisconsin Card Sorting Test (WCST), a test of concept formation, was given to 49 schizophrenia inpatients in three blocks of 64 cards each with the second block comprising special instructions and trial-by-trial feedback. With the help of a psychometric algorithm based on linear regression analysis, the patients were classified according to their response to these specific interventions. Results yielded 15 high scorers, 23 learners, and 11 nonlearners. This a priori classification was confirmed by cluster analysis. Next, these groups were further analyzed with the Degraded Stimulus Continuous Performance Test (DS-CPT), a test of target discrimination, and the Test of Attentional Style (TAS), which assesses habitual, subjectively experienced attentional problems. A significant difference between high scorers and nonlearners was found for discriminative sensitivity (d′), with the learners achieving intermediate scores. Results for only the DS-CPT response criterion (β) and a TAS subscale (Distractibility) tended to be significant. Discriminant analysis also revealed that d′ is the most powerful variable for discriminating among the subgroups. The article also addresses baseline versus dynamic assessment, specific rehabilitation needs in subgroups of schizophrenia patients different in learner status, and the neurocognitive characteristicsof the subgroups. Cognitive modifiability, subclassification of schizophrenia patients, dynamic assessment This content is only available as a PDF. © Oxford University Press http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Schizophrenia Bulletin Oxford University Press

Attentional Characteristics of Schizophrenia Patients Differing in Learning Proficiency on the Wisconsin Card Sorting Test

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References (45)

Publisher
Oxford University Press
Copyright
© Oxford University Press
ISSN
0586-7614
eISSN
1745-1701
DOI
10.1093/oxfordjournals.schbul.a006907
Publisher site
See Article on Publisher Site

Abstract

Abstract The Wisconsin Card Sorting Test (WCST), a test of concept formation, was given to 49 schizophrenia inpatients in three blocks of 64 cards each with the second block comprising special instructions and trial-by-trial feedback. With the help of a psychometric algorithm based on linear regression analysis, the patients were classified according to their response to these specific interventions. Results yielded 15 high scorers, 23 learners, and 11 nonlearners. This a priori classification was confirmed by cluster analysis. Next, these groups were further analyzed with the Degraded Stimulus Continuous Performance Test (DS-CPT), a test of target discrimination, and the Test of Attentional Style (TAS), which assesses habitual, subjectively experienced attentional problems. A significant difference between high scorers and nonlearners was found for discriminative sensitivity (d′), with the learners achieving intermediate scores. Results for only the DS-CPT response criterion (β) and a TAS subscale (Distractibility) tended to be significant. Discriminant analysis also revealed that d′ is the most powerful variable for discriminating among the subgroups. The article also addresses baseline versus dynamic assessment, specific rehabilitation needs in subgroups of schizophrenia patients different in learner status, and the neurocognitive characteristicsof the subgroups. Cognitive modifiability, subclassification of schizophrenia patients, dynamic assessment This content is only available as a PDF. © Oxford University Press

Journal

Schizophrenia BulletinOxford University Press

Published: Jan 1, 2001

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