This study conducted a meta-analysis of 26 randomized controlled trials investigating the effects of cognitive remediation on cognitive performance, symptoms, and psychosocial functioning in people with schizophrenia. The meta-analysis found that cognitive remediation had a medium effect on improving cognitive performance, a small effect on reducing symptoms, and a slightly lower but still medium effect on improving psychosocial functioning. Cognitive remediation programs that provided additional psychiatric rehabilitation showed stronger effects on improving psychosocial functioning compared to programs only involving cognitive remediation.
1) The study examined whether symptom change in computerized cognitive behavioral therapy (cCBT) for depression is mediated by changes in cognitive skills, and whether dorsolateral prefrontal cortex (DLPFC) activity as measured by pupil reactivity moderates this process.
2) The results found that symptom change was partially mediated by acquisition of cognitive skills, and that pupil reactivity moderated the effect of treatment on skill acquisition, such that those with low-moderate pupil reactivity showed greater skill improvements.
3) For participants with low-moderate pupil reactivity, skill change mediated subsequent reductions in depression symptoms, but this was not seen for those with high pupil reactivity, providing evidence that pupil reactivity
This document summarizes a presentation on cognitive remediation for schizophrenia. Cognitive remediation aims to improve cognitive processes like attention, memory, and executive function through behavioral training interventions. It relies on neuroplasticity to strengthen connections in the brain. Exercises target basic sensory skills, discrete cognitive abilities, and more complex skills. Studies find cognitive remediation improves cognition, functioning, and motivation, especially when treatment is more intensive, motivational factors are incorporated, and exercises are personalized. Typical programs involve cognitive assessment, goal setting, group sessions 2+ times per week for 3-4 months using drill and strategy practice, and bridging to real-world skills.
This document summarizes research on cognitive remediation therapy (CRT) for various mental health conditions. It discusses CRT approaches for schizophrenia, including evidence that CRT improves cognitive functioning and psychosocial outcomes. It also explores using CRT for other disorders like bipolar disorder, depression, Alzheimer's, and ADHD. For many conditions, initial studies show benefits of CRT for cognition, symptoms, and functioning, though more research is still needed.
The document summarizes a study that examined the effects of mindfulness meditation on working memory capacity, affect, and decision making ability. Sixteen stressed college students were randomly assigned to either a 30-day mindfulness meditation training program or a nature sounds control group. Measures of working memory capacity, positive affect, and decision making were taken before and after the 30 days. Results showed that the meditation group had significantly higher working memory capacity after training compared to controls. However, there were no significant effects on positive affect or decision making ability between the groups.
Implicit cognitive processes in the addiction clinicdrfrankryan
The document discusses implicit cognitive processes in addiction treatment. It argues that implicit processes underlie involuntary aspects of addiction and are potential targets for modification through existing and new treatments. Specifically, it suggests that addressing implicit biases and improving executive control can enhance treatment outcomes by reducing cue reactivity and preoccupation with drug cues. A number of cognitive and behavioral techniques are proposed that aim to increase cognitive control and reverse automatic tendencies, such as cognitive bias modification and implementation intentions.
1) The study examined whether coping strategies mediate the relationship between personality traits (Big Five factors) and psychological distress.
2) Results found several Big Five factors (agreeableness, conscientiousness, neuroticism) were correlated with psychological distress and certain coping strategies (wishful thinking, self-criticism, social withdrawal).
3) Further analysis showed these coping strategies (wishful thinking, self-criticism, social withdrawal) partially mediated the relationships between some Big Five factors (agreeableness, conscientiousness, neuroticism) and psychological distress.
The study examined the relationship between working memory and ADHD symptoms in children aged 6-12. Correlation analyses found the Digit Span and Arithmetic subtests of the WISC-IV were most related to inattentive ADHD symptoms, while Letter Number Sequencing was not significantly correlated. Digit Span Backward was more strongly correlated with inattention than the combined Digit Span scale. Regression analyses showed Arithmetic predicted inattentive symptoms, working memory index predicted hyperactive symptoms, and Digit Span Backward predicted combined ADHD symptoms. The results suggest individual subtests may be more useful than composite scores for understanding ADHD and its subtypes.
1) The study examined whether symptom change in computerized cognitive behavioral therapy (cCBT) for depression is mediated by changes in cognitive skills, and whether dorsolateral prefrontal cortex (DLPFC) activity as measured by pupil reactivity moderates this process.
2) The results found that symptom change was partially mediated by acquisition of cognitive skills, and that pupil reactivity moderated the effect of treatment on skill acquisition, such that those with low-moderate pupil reactivity showed greater skill improvements.
3) For participants with low-moderate pupil reactivity, skill change mediated subsequent reductions in depression symptoms, but this was not seen for those with high pupil reactivity, providing evidence that pupil reactivity
This document summarizes a presentation on cognitive remediation for schizophrenia. Cognitive remediation aims to improve cognitive processes like attention, memory, and executive function through behavioral training interventions. It relies on neuroplasticity to strengthen connections in the brain. Exercises target basic sensory skills, discrete cognitive abilities, and more complex skills. Studies find cognitive remediation improves cognition, functioning, and motivation, especially when treatment is more intensive, motivational factors are incorporated, and exercises are personalized. Typical programs involve cognitive assessment, goal setting, group sessions 2+ times per week for 3-4 months using drill and strategy practice, and bridging to real-world skills.
This document summarizes research on cognitive remediation therapy (CRT) for various mental health conditions. It discusses CRT approaches for schizophrenia, including evidence that CRT improves cognitive functioning and psychosocial outcomes. It also explores using CRT for other disorders like bipolar disorder, depression, Alzheimer's, and ADHD. For many conditions, initial studies show benefits of CRT for cognition, symptoms, and functioning, though more research is still needed.
The document summarizes a study that examined the effects of mindfulness meditation on working memory capacity, affect, and decision making ability. Sixteen stressed college students were randomly assigned to either a 30-day mindfulness meditation training program or a nature sounds control group. Measures of working memory capacity, positive affect, and decision making were taken before and after the 30 days. Results showed that the meditation group had significantly higher working memory capacity after training compared to controls. However, there were no significant effects on positive affect or decision making ability between the groups.
Implicit cognitive processes in the addiction clinicdrfrankryan
The document discusses implicit cognitive processes in addiction treatment. It argues that implicit processes underlie involuntary aspects of addiction and are potential targets for modification through existing and new treatments. Specifically, it suggests that addressing implicit biases and improving executive control can enhance treatment outcomes by reducing cue reactivity and preoccupation with drug cues. A number of cognitive and behavioral techniques are proposed that aim to increase cognitive control and reverse automatic tendencies, such as cognitive bias modification and implementation intentions.
1) The study examined whether coping strategies mediate the relationship between personality traits (Big Five factors) and psychological distress.
2) Results found several Big Five factors (agreeableness, conscientiousness, neuroticism) were correlated with psychological distress and certain coping strategies (wishful thinking, self-criticism, social withdrawal).
3) Further analysis showed these coping strategies (wishful thinking, self-criticism, social withdrawal) partially mediated the relationships between some Big Five factors (agreeableness, conscientiousness, neuroticism) and psychological distress.
The study examined the relationship between working memory and ADHD symptoms in children aged 6-12. Correlation analyses found the Digit Span and Arithmetic subtests of the WISC-IV were most related to inattentive ADHD symptoms, while Letter Number Sequencing was not significantly correlated. Digit Span Backward was more strongly correlated with inattention than the combined Digit Span scale. Regression analyses showed Arithmetic predicted inattentive symptoms, working memory index predicted hyperactive symptoms, and Digit Span Backward predicted combined ADHD symptoms. The results suggest individual subtests may be more useful than composite scores for understanding ADHD and its subtypes.
Impact of interpersonal skills training on emotional controldeshwal852
In managerial position, manager must be capable to control their emotions and manage themselves so that they can they can perform in better way as well to lead the workforce in the right direction. In this study, an attempt has been made to find and compare the effectiveness of the interpersonal skills
training programme for emotional control of bank managers. A sample of 120 bank managers working in banks in Kurukshetra, Panipat, Sonipat and Karnal was selected for study. Out of 120 respondents 60 were selected for experimental group and rest 60 were selected for control group. Scale developed by Dick (1991) was used for improving interpersonal skills. The data was interpreted with the help of
mean, standard deviation and ‘t’ test.
Impact of drug therapy on various neurological conditions and its effects on rehabilitation; conditions like stroke, parkinson's disease,vertigo and also its effects on various impairments like spasticity, sensory impairments, cognition
The document describes two studies that developed and validated a Treatment Goals Checklist (TGC) to measure client treatment goals. Study 1 used exploratory factor analysis of responses from 131 adult clients to identify a five factor structure to the TGC: Positive Enhancement, Harming, Change, Use of drug, and Alcohol use. Study 2 confirmed the five factor structure using confirmatory factor analysis with 124 clients and found the five factor model was a better fit than competing models. The results support the TGC as a valid multidimensional measure of client treatment goals that can help counselors effectively assess and direct treatment.
A neurological assessment evaluates brain-behavior relationships by assessing multiple areas of functioning through neuropsychological tests. It aims to diagnose issues, understand the nature and impact of brain injuries, and measure changes over time. A comprehensive assessment provides information to distinguish disorders, identify strengths and weaknesses, guide treatment planning, and inform those involved in a person's care. Neuropsychologists make inferences about neurological functioning based on test performance, considering pre-morbid functioning levels and using approaches like analyzing levels of performance, patterns of scores, and right-left differences.
This research article examines whether a questionnaire measure of executive function (EF) can predict treatment outcomes for anxiety and depression following cognitive behavioral therapy (CBT). 206 outpatients with major depression or an anxiety disorder completed the Revised Dysexecutive Questionnaire (DEX-R) to assess EF before undergoing group CBT. The DEX-R measures EF across factors of inhibition, volition, and social regulation. Higher DEX-R scores indicate greater executive dysfunction. Results showed that executive dysfunction predicted concurrent anxiety and depression symptoms after controlling for comorbidity. Specifically, inhibition predicted anxiety and volition predicted depression. Executive dysfunction also predicted post-treatment anxiety symptoms but not depression following CBT. The study concludes that EF deficits are associated
This study investigated how anxiety affects the interference of emotional stimuli on goal-directed behavior. Participants completed a visual search task where they identified targets primed by emotional or neutral faces. Response times were measured. Results showed that emotional faces interfered with task performance for all participants by slowing response times. Higher anxiety participants were slower overall compared to lower anxiety participants. Surprisingly, neutral face primes were processed similarly to negative primes rather than as a true control, also slowing response times. The effect of emotional interference on goal-directed behavior was found to be complex and potentially dependent on the type of emotional stimulus used.
The Shift from "Ordinary" to "Extraordinary" Experience in Psychodynaimc Supe...James Tobin
Presented by James Tobin, Ph.D. at the American Psychological Association annual conference in 2012, this paper argues that psychotherapists-in-training often rely on various forms of social etiquette when relating to their patients and conducting treatment. He argues that an important goal of supervision is to help the trainee cultivate a clinical attitude and environment which is "extraordinary" in nature, an interpersonal and intrapsychic space unencumbered by political and benevolent tendencies. Dr. Tobin describes the modeling component of supervision in which the supervisee is exposed to a new way of being in the atmosphere of the supervisor's mindfulness, independence, spontaneity, creativity, and subversiveness.
Unfrying Your Brain- Tonmoy Sharma, CEO of Sovereign HealthDr. Tonmoy Sharma
Tonmoy Sharma, CEO of Sovereign Health Group, reveals how we must view addiction, and how we can reverse serious cognitive deficits that often go undetected in addiction treatment. Sharma also reviews the need for measurement-based care, and outlines in great detail, how the addiction-treatment industry can evolve to better meet the needs of our patients.
The study investigated the effects of social anxiety and gender matching on theory of mind perspective taking abilities. 58 participants completed a theory of mind task under different conditions of anxiety (discussion of answers vs no discussion) and gender matching of the instructor. Results of a 2x2 ANOVA found no significant effects of anxiety, gender matching, or their interaction on task performance. Scores were similar across all conditions, suggesting that a socially anxious situation or gender differences did not impair cognitive resources or affect theory of mind perspective taking abilities.
The Advanced Cognitive Training for Independent and Vital Elderly (ACTIVE) study examined the long-term effects of cognitive training on everyday functioning in older adults. It was a 5-year randomized controlled trial with 2832 older adult participants assigned to memory, reasoning, speed of processing training or a control group. The reasoning training group reported significantly less difficulty with instrumental activities of daily living (IADLs) compared to the control group. Speed of processing and memory training did not have significant effects on IADLs. Booster training improved performance on a functional measure of speed of processing for the speed of processing group only. All training groups maintained improvements in the targeted cognitive ability through 5 years.
This study examined the relationship between personality traits like grit and coping strategies on the fading affect bias in autobiographical memory. 67 participants recalled positive and negative memories and rated emotional intensity over time. Results showed that individuals with higher grit and those who engaged in more positive coping strategies experienced a greater reduction in emotional intensity of memories over time, supporting hypotheses 1 and 2. However, hypothesis 3, that accepting responsibility would increase the fading affect bias, was not supported.
Cherish Brooks conducted research with several psychologists and organizations. With Lt. Leedjia Svec, she helped construct a visual aid to explain the hypothesis that conventional laser eye protection can alter color perception. With Dr. Lendell Braud at Good Shepherd Residential Treatment Center, she administered tests and facilitated relaxation therapy sessions to reduce behavioral and emotional problems in children. With Dr. Valerie Jackson through Solutions for a Better Living, she screened over 140 individuals at food pantries for depression, anxiety, and stress, finding high rates of multiple diagnoses.
Primitive centers for vision and hearing reflexes are located in the
• Question 2
The evolutionary perspective suggests that we inherit __________, which will be enhanced by environmental factors.
• Question 3
This document proposes and describes a resiliency program for the military based on Lazarus' model of stress and coping. The program aims to prevent trauma-induced stress by incorporating cognitive training into existing resiliency programs. The document reviews literature on past resiliency programs, Lazarus' model, and the need for cognitive aspects. It then describes the proposed program's purpose, sample, instruments, study design, and evaluation methods. Expected findings and implications are discussed. The program aims to train service members' cognition to better appraise threats and cope with trauma to prevent PTSD.
This document describes a study that examined the relationship between attachment anxiety and attentional control using an emotional Stroop task. The study hypothesized that those with high attachment anxiety would show immediate interference on threatening words compared to those with low anxiety who would show delayed interference. Undergraduate students with varying levels of emotional abuse history completed an emotional Stroop task and questionnaires. Results found that high attachment anxiety was linked to immediate interference on threatening cues, while low anxiety showed delayed responses, supporting the hypotheses. The study largely achieved its goals but random participant selection could limit accuracy.
This document compares Western and Ayurvedic approaches to treating post-traumatic stress disorder caused by motor vehicle accidents. It summarizes research on cognitive behavioral therapy and eye movement desensitization and reprocessing therapy, finding the latter more effective. It also discusses Ayurvedic treatments focusing on balancing vata dosha. The ideal treatment would combine EMDR therapy with panchakarma cleansing treatments and regular yoga practices tailored to each individual.
This document provides an overview of neuropsychological testing. It discusses what neuropsychology is, which is the study of brain-behavior relationships. Neuropsychological testing measures cognitive functioning and brain impairment through various tests like the Bender Visual-Gestalt Test, Wisconsin Card Sort Test, Chicago Word Fluency Test, and Wechsler Memory Scale. Some tests are brief screens while others are more comprehensive batteries that can help pinpoint specific cognitive weaknesses. The Halstead-Reitan Neuropsychological Battery is discussed as a thorough battery used to identify brain damage and provide information about cognitive impairments and affected brain regions.
Testing the Convergent Validity of Continuous Self-Perceived Measurement Syst...Pierre-Majorique Léger
This paper explores the convergent validity of instruments that can provide higher temporal resolution when measuring user experience: the continuous self-perceived measurement system and psychophysiological measures. Specifically, we explore the extent to which primacy and recency effects may have an impact on the convergent validity of two constructs: valence and arousal. Using a Wilcoxon signed rank test, results suggest that users self-evaluate their valence more accurately at the end of each of the sequences than at the beginning while they evaluate their arousal more accurately at the beginning of each of the sequences. This suggests that the recency effect has more impact on valence and the primacy effect has more impact on arousal. These findings contribute to human-computer interaction research by providing more information about the psychophysiological measures that cause recency and primacy.
https://link.springer.com/chapter/10.1007/978-3-319-91716-0_11
This document summarizes the preliminary development of scales to measure cognitive ability and personality. It describes the development and testing of subscales measuring verbal reasoning, quantitative reasoning, psychology knowledge, and spirituality. The internal consistency of most scales was acceptable, though the psychology subscale was unreliable. Further analysis is recommended to ensure the validity of the scales before implementation.
The Effect of Brief Mindfulness on Cognitive Test PerformanceDavid Leverty
The study aimed to examine if brief mindfulness meditation improved cognitive performance on attention, problem-solving, and working memory tests. Participants were randomly assigned to an experimental group that practiced guided meditation for 20 minutes daily or a control group. Both groups took cognitive tests before and after. No significant differences were found between or within the groups. The study was limited by a small sample size, lack of supervision for meditation, and inability to control for prior meditation experience. Further research is needed to better understand the effects of brief mindfulness meditation while addressing methodological issues.
Launching of cognitive training in ain shams universityHeba Tawfik
Cognitive training in Ain-Shams University has been developing since 2019, beginning with workshops and collaboration with other universities. The cognitive training lab was established to provide cognitive exercises for patients, supervised by Dr. Heba Tawfik. Studies show that cognitive training can improve functions like memory, attention, and processing speed for healthy older adults as well as those with mild cognitive impairment. Larger trials like ACTIVE found benefits that persisted for over 10 years with reasoning and processing speed training. Cognitive training is thought to promote neuroplasticity and compensatory brain changes.
This document discusses planning a 12-week scheme of work for a BTEC ND e-Media Production course, outlining key considerations for lesson planning including content, teaching methodology, learning theories, and assessment. It provides examples of how the first two sessions would address cognitive, psychomotor, and affective domains through activities delivered in 15-minute blocks with introduction, development, and conclusion sections. The overall goal is for students to develop skills in reading, analyzing, and deconstructing e-media through this planned curriculum.
Impact of interpersonal skills training on emotional controldeshwal852
In managerial position, manager must be capable to control their emotions and manage themselves so that they can they can perform in better way as well to lead the workforce in the right direction. In this study, an attempt has been made to find and compare the effectiveness of the interpersonal skills
training programme for emotional control of bank managers. A sample of 120 bank managers working in banks in Kurukshetra, Panipat, Sonipat and Karnal was selected for study. Out of 120 respondents 60 were selected for experimental group and rest 60 were selected for control group. Scale developed by Dick (1991) was used for improving interpersonal skills. The data was interpreted with the help of
mean, standard deviation and ‘t’ test.
Impact of drug therapy on various neurological conditions and its effects on rehabilitation; conditions like stroke, parkinson's disease,vertigo and also its effects on various impairments like spasticity, sensory impairments, cognition
The document describes two studies that developed and validated a Treatment Goals Checklist (TGC) to measure client treatment goals. Study 1 used exploratory factor analysis of responses from 131 adult clients to identify a five factor structure to the TGC: Positive Enhancement, Harming, Change, Use of drug, and Alcohol use. Study 2 confirmed the five factor structure using confirmatory factor analysis with 124 clients and found the five factor model was a better fit than competing models. The results support the TGC as a valid multidimensional measure of client treatment goals that can help counselors effectively assess and direct treatment.
A neurological assessment evaluates brain-behavior relationships by assessing multiple areas of functioning through neuropsychological tests. It aims to diagnose issues, understand the nature and impact of brain injuries, and measure changes over time. A comprehensive assessment provides information to distinguish disorders, identify strengths and weaknesses, guide treatment planning, and inform those involved in a person's care. Neuropsychologists make inferences about neurological functioning based on test performance, considering pre-morbid functioning levels and using approaches like analyzing levels of performance, patterns of scores, and right-left differences.
This research article examines whether a questionnaire measure of executive function (EF) can predict treatment outcomes for anxiety and depression following cognitive behavioral therapy (CBT). 206 outpatients with major depression or an anxiety disorder completed the Revised Dysexecutive Questionnaire (DEX-R) to assess EF before undergoing group CBT. The DEX-R measures EF across factors of inhibition, volition, and social regulation. Higher DEX-R scores indicate greater executive dysfunction. Results showed that executive dysfunction predicted concurrent anxiety and depression symptoms after controlling for comorbidity. Specifically, inhibition predicted anxiety and volition predicted depression. Executive dysfunction also predicted post-treatment anxiety symptoms but not depression following CBT. The study concludes that EF deficits are associated
This study investigated how anxiety affects the interference of emotional stimuli on goal-directed behavior. Participants completed a visual search task where they identified targets primed by emotional or neutral faces. Response times were measured. Results showed that emotional faces interfered with task performance for all participants by slowing response times. Higher anxiety participants were slower overall compared to lower anxiety participants. Surprisingly, neutral face primes were processed similarly to negative primes rather than as a true control, also slowing response times. The effect of emotional interference on goal-directed behavior was found to be complex and potentially dependent on the type of emotional stimulus used.
The Shift from "Ordinary" to "Extraordinary" Experience in Psychodynaimc Supe...James Tobin
Presented by James Tobin, Ph.D. at the American Psychological Association annual conference in 2012, this paper argues that psychotherapists-in-training often rely on various forms of social etiquette when relating to their patients and conducting treatment. He argues that an important goal of supervision is to help the trainee cultivate a clinical attitude and environment which is "extraordinary" in nature, an interpersonal and intrapsychic space unencumbered by political and benevolent tendencies. Dr. Tobin describes the modeling component of supervision in which the supervisee is exposed to a new way of being in the atmosphere of the supervisor's mindfulness, independence, spontaneity, creativity, and subversiveness.
Unfrying Your Brain- Tonmoy Sharma, CEO of Sovereign HealthDr. Tonmoy Sharma
Tonmoy Sharma, CEO of Sovereign Health Group, reveals how we must view addiction, and how we can reverse serious cognitive deficits that often go undetected in addiction treatment. Sharma also reviews the need for measurement-based care, and outlines in great detail, how the addiction-treatment industry can evolve to better meet the needs of our patients.
The study investigated the effects of social anxiety and gender matching on theory of mind perspective taking abilities. 58 participants completed a theory of mind task under different conditions of anxiety (discussion of answers vs no discussion) and gender matching of the instructor. Results of a 2x2 ANOVA found no significant effects of anxiety, gender matching, or their interaction on task performance. Scores were similar across all conditions, suggesting that a socially anxious situation or gender differences did not impair cognitive resources or affect theory of mind perspective taking abilities.
The Advanced Cognitive Training for Independent and Vital Elderly (ACTIVE) study examined the long-term effects of cognitive training on everyday functioning in older adults. It was a 5-year randomized controlled trial with 2832 older adult participants assigned to memory, reasoning, speed of processing training or a control group. The reasoning training group reported significantly less difficulty with instrumental activities of daily living (IADLs) compared to the control group. Speed of processing and memory training did not have significant effects on IADLs. Booster training improved performance on a functional measure of speed of processing for the speed of processing group only. All training groups maintained improvements in the targeted cognitive ability through 5 years.
This study examined the relationship between personality traits like grit and coping strategies on the fading affect bias in autobiographical memory. 67 participants recalled positive and negative memories and rated emotional intensity over time. Results showed that individuals with higher grit and those who engaged in more positive coping strategies experienced a greater reduction in emotional intensity of memories over time, supporting hypotheses 1 and 2. However, hypothesis 3, that accepting responsibility would increase the fading affect bias, was not supported.
Cherish Brooks conducted research with several psychologists and organizations. With Lt. Leedjia Svec, she helped construct a visual aid to explain the hypothesis that conventional laser eye protection can alter color perception. With Dr. Lendell Braud at Good Shepherd Residential Treatment Center, she administered tests and facilitated relaxation therapy sessions to reduce behavioral and emotional problems in children. With Dr. Valerie Jackson through Solutions for a Better Living, she screened over 140 individuals at food pantries for depression, anxiety, and stress, finding high rates of multiple diagnoses.
Primitive centers for vision and hearing reflexes are located in the
• Question 2
The evolutionary perspective suggests that we inherit __________, which will be enhanced by environmental factors.
• Question 3
This document proposes and describes a resiliency program for the military based on Lazarus' model of stress and coping. The program aims to prevent trauma-induced stress by incorporating cognitive training into existing resiliency programs. The document reviews literature on past resiliency programs, Lazarus' model, and the need for cognitive aspects. It then describes the proposed program's purpose, sample, instruments, study design, and evaluation methods. Expected findings and implications are discussed. The program aims to train service members' cognition to better appraise threats and cope with trauma to prevent PTSD.
This document describes a study that examined the relationship between attachment anxiety and attentional control using an emotional Stroop task. The study hypothesized that those with high attachment anxiety would show immediate interference on threatening words compared to those with low anxiety who would show delayed interference. Undergraduate students with varying levels of emotional abuse history completed an emotional Stroop task and questionnaires. Results found that high attachment anxiety was linked to immediate interference on threatening cues, while low anxiety showed delayed responses, supporting the hypotheses. The study largely achieved its goals but random participant selection could limit accuracy.
This document compares Western and Ayurvedic approaches to treating post-traumatic stress disorder caused by motor vehicle accidents. It summarizes research on cognitive behavioral therapy and eye movement desensitization and reprocessing therapy, finding the latter more effective. It also discusses Ayurvedic treatments focusing on balancing vata dosha. The ideal treatment would combine EMDR therapy with panchakarma cleansing treatments and regular yoga practices tailored to each individual.
This document provides an overview of neuropsychological testing. It discusses what neuropsychology is, which is the study of brain-behavior relationships. Neuropsychological testing measures cognitive functioning and brain impairment through various tests like the Bender Visual-Gestalt Test, Wisconsin Card Sort Test, Chicago Word Fluency Test, and Wechsler Memory Scale. Some tests are brief screens while others are more comprehensive batteries that can help pinpoint specific cognitive weaknesses. The Halstead-Reitan Neuropsychological Battery is discussed as a thorough battery used to identify brain damage and provide information about cognitive impairments and affected brain regions.
Testing the Convergent Validity of Continuous Self-Perceived Measurement Syst...Pierre-Majorique Léger
This paper explores the convergent validity of instruments that can provide higher temporal resolution when measuring user experience: the continuous self-perceived measurement system and psychophysiological measures. Specifically, we explore the extent to which primacy and recency effects may have an impact on the convergent validity of two constructs: valence and arousal. Using a Wilcoxon signed rank test, results suggest that users self-evaluate their valence more accurately at the end of each of the sequences than at the beginning while they evaluate their arousal more accurately at the beginning of each of the sequences. This suggests that the recency effect has more impact on valence and the primacy effect has more impact on arousal. These findings contribute to human-computer interaction research by providing more information about the psychophysiological measures that cause recency and primacy.
https://link.springer.com/chapter/10.1007/978-3-319-91716-0_11
This document summarizes the preliminary development of scales to measure cognitive ability and personality. It describes the development and testing of subscales measuring verbal reasoning, quantitative reasoning, psychology knowledge, and spirituality. The internal consistency of most scales was acceptable, though the psychology subscale was unreliable. Further analysis is recommended to ensure the validity of the scales before implementation.
The Effect of Brief Mindfulness on Cognitive Test PerformanceDavid Leverty
The study aimed to examine if brief mindfulness meditation improved cognitive performance on attention, problem-solving, and working memory tests. Participants were randomly assigned to an experimental group that practiced guided meditation for 20 minutes daily or a control group. Both groups took cognitive tests before and after. No significant differences were found between or within the groups. The study was limited by a small sample size, lack of supervision for meditation, and inability to control for prior meditation experience. Further research is needed to better understand the effects of brief mindfulness meditation while addressing methodological issues.
Launching of cognitive training in ain shams universityHeba Tawfik
Cognitive training in Ain-Shams University has been developing since 2019, beginning with workshops and collaboration with other universities. The cognitive training lab was established to provide cognitive exercises for patients, supervised by Dr. Heba Tawfik. Studies show that cognitive training can improve functions like memory, attention, and processing speed for healthy older adults as well as those with mild cognitive impairment. Larger trials like ACTIVE found benefits that persisted for over 10 years with reasoning and processing speed training. Cognitive training is thought to promote neuroplasticity and compensatory brain changes.
This document discusses planning a 12-week scheme of work for a BTEC ND e-Media Production course, outlining key considerations for lesson planning including content, teaching methodology, learning theories, and assessment. It provides examples of how the first two sessions would address cognitive, psychomotor, and affective domains through activities delivered in 15-minute blocks with introduction, development, and conclusion sections. The overall goal is for students to develop skills in reading, analyzing, and deconstructing e-media through this planned curriculum.
This document summarizes a meta-analytic review of primary prevention mental health programs for children and adolescents. It describes the methods used, including criteria for including studies and coding variables. Key findings included that the average age of participants was 9.3 years, follow-up periods averaged 47 weeks, and effect sizes tended to be positive. To achieve homogeneity, studies were divided based on characteristics like intervention type (person-centered vs environment-centered), selection strategy, and program focus. Environment-centered programs targeting school settings showed significant positive effects.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Cognitive behavioural therapy (CBT) leads to significant improvements in functioning and quality of life for chronic pain conditions like low back pain. Several studies show CBT is as effective or more effective than other therapies or medications for issues like reducing catastrophizing thoughts, pain levels, and disability. While evidence is limited, online CBT and web-based interventions show promise in improving outcomes for chronic low back pain. Overall, CBT aims to help patients better manage their pain by changing maladaptive thoughts and behaviors.
Jason Hassenstab discusses selecting cognitive tests for a clinical trial involving participants with autosomal dominant Alzheimer's disease (AD). He recommends using measures from the Dominantly Inherited Alzheimer Network (DIAN) that assess six cognitive domains. The Clinical Dementia Rating (CDR) Sum of Boxes score provided the best sensitivity to change. Additional outcome variables could include neuropsychological tests of episodic memory and composite cognitive measures. Other metrics like reaction time distributional analysis may also provide useful data. The goals are to develop tests capturing the pathological course of AD and that are sensitive to detecting treatment effects versus impairment. Tests should demonstrate construct validity and links to neural circuits, cognitive mechanisms, and functional outcomes in AD.
P
A
G
E
5
Ryerson University
Daphne Cockwell School of Nursing
CNUR 860 WINTER 2022 Major Statistics Week 10
Course Leader Dr Elaine Santa Mina
This assignment is worth 30 marks
THE QUESTIONS ON THIS ASSIGNMENT ARE Three (3) PAGES IN LENGTH
There is no page limit to your paper.
This assignment accompanies the RNAO Best Practice Guideline:
Registered Nurses’ Association of Ontario (2005). Nursing Care of Dyspnea: The 6th
Vital Sign in Individuals with Chronic Obstructive Pulmonary Disease (COPD). Toronto,
Canada: Registered Nurses’ Association of Ontario.
Prepare your assignment as per APA 5th format, inclusive of a title page, pages
numbered, double spaced , reference page etc. DO NOT RECOPY Question format and
DO NOT INSERT ANSWERS IN POINT FORM; Reference your Salkind text
appropriately
Grading: Assignments completed in point form will NOT be accepted for grading.
This is an individual assignment, not a group assignment, see course syllabus
directions to not share files, papers, or any part of your assignment with another
student, as that constitutes academic misconduct.
Answer each research question separately…do not combine answers across questions.
There will be a 5 mark deduction, if APA format for a scholarly paper is not followed,
and/ or if responses to questions are combined.
Please remember: If you decide a pearson r is required in the hypothesis test, on
your output the correct significance in the correlation to interpret is the significance for
the p value beside the independent variable. The written excel directions are correct.
There is an error in the captivate lab which incorrectly indicates that you are to use the p
value for the intercept
Use the CNUR 860 Major STATS assignment database and study abstract for this
assignment. For the following three research scenarios, answer the research questions by
conducting the requested analyses. Each question is worth a total of 10 marks for a total
of 30 marks for this assignment. The distribution of marks is similar to the distribution
on your mini stats assignments.
FOR EACH RESEARCH QUESTION CONDUCT ALL RELEVANT:
a) descriptive stats = 4 marks (2 marks per variable) Conduct the appropriate
descriptive statistical analyses to answer this research question. Include in the descriptive
analyses, all outputs, (include graphs: histograms/bar graphs, for the descriptives, if you think they are
helpful in the presentation of your answer) with legends as required and discuss findings of
descriptives
b) inferential = 4 marks, Include each step of the hypothesis test.
P
A
G
E
5
Correct null and research hypotheses = .25
No grade is given for identification of target population, sample population or IV and DV
and level of measure, (grades for IV and DV are included in descriptives), but if omitted,
there will be a deduction of .1 for each omission
No grade is given for level ...
Kirsten Miller gave a presentation about survey question design based on her work at the Question Design Research Lab at the National Center for Health Statistics. Her talk was given at DePaul University in Chicago, Illinois on February 13, 2012. This event was sponsored by the DePaul College of Liberal Arts and Social Sciences, the Social Science Research Center, and the Department of Sociology. Audio from the presentation can be heard here: http://is.gd/ssrc_kmiller
This document discusses strategies and technologies for recovering cognitive functions lost due to traumatic brain injury (TBI). It notes that TBI survivors can experience decades of debilitation from attention deficits, memory impairments, and executive dysfunction. While severity of injury correlates somewhat to impairment, the link is weak. Even one year post-injury, many TBI patients still have unmet cognitive needs. The document advocates strategies that both compensate for losses and recover functions, using knowledge, technology, systems, processes, retraining, stem cells, and pharmacological and learning enhancements. Computerized cognitive training alone is not a complete solution but can provide effective tools when used by clinicians. Challenges include ensuring training gains transfer to real life and addressing
This document summarizes the theoretical framework, instruments, and design of a study evaluating the effectiveness and cost-effectiveness of long-term psychoanalytic treatment. The study uses a multiple cohort design to follow patients in four cohorts representing different phases of treatment: before treatment, one year into treatment, at the end of treatment, and two years post-treatment. Outcome measures assess symptomatic functioning and structural change, using both theory-based and a-theoretical instruments. The study aims to expand the evidence base for psychoanalytic treatment given difficulties with randomized controlled trials for long-term interventions.
Dr. Harneet presented on neuropsychological assessment in severe mental illness. Neuropsychological assessment comprehensively evaluates cognitive, psychological, emotional, and behavioral functioning through detailed interviews and standardized testing to identify strengths and weaknesses. It can aid in diagnosis, distinguish psychiatric and neurological symptoms, inform treatment planning, and assess rehabilitation potential. Cognitive deficits are a core feature of schizophrenia and include impairments in attention, memory, intelligence, and executive functions. Neuropsychological assessment is important for understanding the cognitive impact of severe mental illnesses like schizophrenia.
"Validity, Reliability and Factor Structure of the Mindfulness based Self-Efficacy Scale (MSES)", presented at the National conference of the New Zealand Psychological Society, 21 April 2012: Existing self-report questionnaires have been criticised for several reasons. Presents on a new self-report questionnaire to measure self-efficacy before, during and after mindfulness-based therapy or mindfulness training outside the therapy context. To try the MSES online and obtain instant results (at no cost), follow the link: http://www.mindfulness.net.au/mses
Anger Treatment For Adults A Meta-Analytic ReviewScott Faria
This document summarizes a meta-analysis of 50 studies on anger treatment interventions for adults. The analysis found that adults who received treatment showed significant and moderate improvement in anger compared to untreated adults, and large improvement from pre-treatment scores. Treatment reduced negative affect, aggressive behaviors, and increased positive behaviors. Gains were also maintained at follow-up. The meta-analysis contributed to the literature by focusing only on adult studies, including more published and unpublished research, and allowing analysis of moderator variables and different dependent measures.
This study examined the effects of a one-day meditation retreat combined with a 10-week meditation program for 29 incarcerated adolescent males. Quantitative measures found the program was associated with a significant increase in self-regulation, but no change in behavior. Qualitative focus groups identified themes of enhanced well-being, self-discipline, social cohesion, self-awareness, and resistance to meditation from some participants. The study provides early evidence that meditation may provide benefits for incarcerated youth, though long-term effects remain unknown.
Participants who received GOALS executive function training showed significant improvements on neuropsychological measures of attention, executive function, complex task performance, and emotional adjustment compared to those who received a control intervention, and maintained many of these gains up to 2 years later. The GOALS training focused on attention regulation skills and applying these skills to participant-defined goals. Preliminary results suggest GOALS training can improve cognitive functioning and daily functioning for veterans with chronic traumatic brain injury.
Novakovic-Agopian, T., Abrams, G., Chen A., Carlin, G., Burciaga, J., Loya, F., Madore, M., Murphy, M., Lau, K., Mayer, C., Kornblith, E., Marton, K., & Rodriguez, N. (2015). Executive function training in veterans with chronic TBI: short and longer term outcomes. San Francisco VAMC, VA NCHCS in Martinez, University of California San Francisco and Berkeley.
This document provides an overview of cognitive rehabilitation. It discusses the aims, principles, uses and rehabilitation strategies of cognitive rehabilitation. It defines cognition and cognitive impairment. It also classifies cognitive disabilities and outlines the main categories of functional cognitive disabilities including deficits in executive function, memory, information processing, visual processing and attention. The document discusses approaches to cognitive rehabilitation including education, process training, strategy development and implementation, and functional activities training. It provides examples of cognitive rehabilitation strategies and techniques.
Similar to Artigo esquizofrenia a meta analysis of cognitive remediation in schizophrenia (20)
Here are the key points from the document in 3 sentences or less:
[SUMMARY] The document discusses a seminar on neuroscience and education in early childhood, focusing on progress and obstacles. It lists the authors of articles that will be included, and provides information on the organization of the seminar such as the sponsoring commission and publishing details. The articles will cover topics ranging from brain development to autism detection to the importance of play and urban spaces for children's education, health, and development.
The document summarizes two main approaches to clinical neuropsychology used in America and the Soviet Union. The American approach uses quantitative neuropsychological test batteries, such as the Halstead-Reitan Neuropsychological Test Battery, to assess brain impairment. This battery comprehensively measures cognitive abilities through standardized tests and aims to accurately predict brain lesions. In contrast, the Soviet approach uses qualitative syndrome analysis to understand how psychological processes are altered by brain damage by examining individual case studies in depth.
Josh is a sixth grader who struggles with executive function skills like organization, working memory, flexibility, self-monitoring, and task initiation. The document follows Josh through a typical day where he has trouble remembering his cleats for soccer, setting the table correctly, remembering plays in soccer, controlling his behavior at lunch, and procrastinating on a history paper until late at night. Executive function skills help people connect past experiences to present actions but kids with learning issues can struggle profoundly with these skills due to an inability to prioritize tasks and shift between aspects of a task.
O documento discute a avaliação das funções executivas em pré-escolares e crianças, apresentando testes e tarefas para avaliar diferentes domínios como memória operacional, controle inibitório e flexibilidade cognitiva. É destacada a importância de se ter normas específicas para cada faixa etária.
Evidence based practices for asd a review (2015)Jeane Araujo
This document summarizes a comprehensive review of evidence-based focused intervention practices for children and youth with autism spectrum disorder (ASD). The review identified 27 practices that met criteria for being evidence-based from 456 studies published between 1990 and 2011. Six new practices were identified that were not in the previous review, while one practice was removed. The implications for current practices and future research are discussed.
Criterios de aval de escrita cças n alfabeizadasJeane Araujo
A empresa de tecnologia anunciou um novo smartphone com câmera aprimorada, processador mais rápido e bateria de maior duração. O novo aparelho também possui tela maior e mais nítida em comparação com o modelo anterior. O lançamento do novo smartphone está programado para o próximo mês e deve atrair muitos consumidores em busca de um aparelho mais potente e duradouro.
1) O documento discute os principais contributos da Escala de Inteligência de Wechsler para Crianças - Terceira Edição (WISC-III) para a avaliação neuropsicológica de crianças e adolescentes.
2) A WISC-III fornece indicadores como Quociente Intelectual Total, Quociente Intelectual Verbal, Quociente Intelectual de Realização e discrepâncias entre eles que podem ajudar na avaliação neuropsicológica.
3) A WISC-III também ajuda a identificar pad
Neuropsicologia do retardo mental estudo de casoJeane Araujo
1) O documento discute um estudo de caso sobre a neuropsicologia de uma adolescente com retardo mental.
2) Foram utilizados testes psicométricos, testes informais e observações para avaliar suas habilidades cognitivas e comportamentais.
3) Os resultados apontaram para um funcionamento intelectual abaixo da média para sua idade, apraxia construtiva e disnomia.
Michigan HealthTech Market Map 2024. Includes 7 categories: Policy Makers, Academic Innovation Centers, Digital Health Providers, Healthcare Providers, Payers / Insurance, Device Companies, Life Science Companies, Innovation Accelerators. Developed by the Michigan-Israel Business Accelerator
TEST BANK For Accounting Information Systems, 3rd Edition by Vernon Richardso...rightmanforbloodline
TEST BANK For Accounting Information Systems, 3rd Edition by Vernon Richardson, Verified Chapters 1 - 18, Complete Newest Version
TEST BANK For Accounting Information Systems, 3rd Edition by Vernon Richardson, Verified Chapters 1 - 18, Complete Newest Version
TEST BANK For Accounting Information Systems, 3rd Edition by Vernon Richardson, Verified Chapters 1 - 18, Complete Newest Version
At Apollo Hospital, Lucknow, U.P., we provide specialized care for children experiencing dehydration and other symptoms. We also offer NICU & PICU Ambulance Facility Services. Consult our expert today for the best pediatric emergency care.
For More Details:
Map: https://cutt.ly/BwCeflYo
Name: Apollo Hospital
Address: Singar Nagar, LDA Colony, Lucknow, Uttar Pradesh 226012
Phone: 08429021957
Opening Hours: 24X7
International Cancer Survivors Day is celebrated during June, placing the spotlight not only on cancer survivors, but also their caregivers.
CANSA has compiled a list of tips and guidelines of support:
https://cansa.org.za/who-cares-for-cancer-patients-caregivers/
KEY Points of Leicester travel clinic In London doc.docxNX Healthcare
In order to protect visitors' safety and wellbeing, Travel Clinic Leicester offers a wide range of travel-related health treatments, including individualized counseling and vaccines. Our team of medical experts specializes in getting people ready for international travel, with a particular emphasis on vaccines and health consultations to prevent travel-related illnesses. We provide a range of travel-related services, such as health concerns unique to a trip, prevention of malaria, and travel-related medical supplies. Our clinic is dedicated to providing top-notch care, keeping abreast of the most recent recommendations for vaccinations and travel health precautions. The goal of Travel Clinic Leicester is to keep you safe and well-rested no matter what kind of travel you choose—business, pleasure, or adventure.
Rate Controlled Drug Delivery Systems, Activation Modulated Drug Delivery Systems, Mechanically activated, pH activated, Enzyme activated, Osmotic activated Drug Delivery Systems, Feedback regulated Drug Delivery Systems systems are discussed here.
Stem Cell Solutions: Dr. David Greene's Path to Non-Surgical Cardiac CareDr. David Greene Arizona
Explore the groundbreaking work of Dr. David Greene, a pioneer in regenerative medicine, who is revolutionizing the field of cardiology through stem cell therapy in Arizona. This ppt delves into how Dr. Greene's innovative approach is providing non-surgical, effective treatments for heart disease, using the body's own cells to repair heart damage and improve patient outcomes. Learn about the science behind stem cell therapy, its benefits over traditional cardiac surgeries, and the promising future it holds for modern medicine. Join us as we uncover how Dr. Greene's commitment to stem cell research and therapy is setting new standards in healthcare and offering new hope to cardiac patients.
The best massage spa Ajman is Chandrima Spa Ajman, which was founded in 2023 and is exclusively for men 24 hours a day. As of right now, our parent firm has been providing massage services to over 50,000+ clients in Ajman for the past 10 years. It has about 8+ branches. This demonstrates that Chandrima Spa Ajman is among the most reasonably priced spas in Ajman and the ideal place to unwind and rejuvenate. We provide a wide range of Spa massage treatments, including Indian, Pakistani, Kerala, Malayali, and body-to-body massages. Numerous massage techniques are available, including deep tissue, Swedish, Thai, Russian, and hot stone massages. Our massage therapists produce genuinely unique treatments that generate a revitalized sense of inner serenely by fusing modern techniques, the cleanest natural substances, and traditional holistic therapists.
This particular slides consist of- what is Pneumothorax,what are it's causes and it's effect on body, risk factors, symptoms,complications, diagnosis and role of physiotherapy in it.
This slide is very helpful for physiotherapy students and also for other medical and healthcare students.
Here is a summary of Pneumothorax:
Pneumothorax, also known as a collapsed lung, is a condition that occurs when air leaks into the space between the lung and chest wall. This air buildup puts pressure on the lung, preventing it from expanding fully when you breathe. A pneumothorax can cause a complete or partial collapse of the lung.
LGBTQ+ Adults: Unique Opportunities and Inclusive Approaches to CareVITASAuthor
This webinar helps clinicians understand the unique healthcare needs of the LGBTQ+ community, primarily in relation to end-of-life care. Topics include social and cultural background and challenges, healthcare disparities, advanced care planning, and strategies for reaching the community and improving quality of care.
Let's Talk About It: Breast Cancer (What is Mindset and Does it Really Matter?)bkling
Your mindset is the way you make sense of the world around you. This lens influences the way you think, the way you feel, and how you might behave in certain situations. Let's talk about mindset myths that can get us into trouble and ways to cultivate a mindset to support your cancer survivorship in authentic ways. Let’s Talk About It!
About this webinar: This talk will introduce what cancer rehabilitation is, where it fits into the cancer trajectory, and who can benefit from it. In addition, the current landscape of cancer rehabilitation in Canada will be discussed and the need for advocacy to increase access to this essential component of cancer care.
Chandrima Spa Ajman is one of the leading Massage Center in Ajman, which is open 24 hours exclusively for men. Being one of the most affordable Spa in Ajman, we offer Body to Body massage, Kerala Massage, Malayali Massage, Indian Massage, Pakistani Massage Russian massage, Thai massage, Swedish massage, Hot Stone Massage, Deep Tissue Massage, and many more. Indulge in the ultimate massage experience and book your appointment today. We are confident that you will leave our Massage spa feeling refreshed, rejuvenated, and ready to take on the world.
Visit : https://massagespaajman.com/
Call : 052 987 1315
This particular slides consist of- what is hypotension,what are it's causes and it's effect on body, risk factors, symptoms,complications, diagnosis and role of physiotherapy in it.
This slide is very helpful for physiotherapy students and also for other medical and healthcare students.
Here is the summary of hypotension:
Hypotension, or low blood pressure, is when the pressure of blood circulating in the body is lower than normal or expected. It's only a problem if it negatively impacts the body and causes symptoms. Normal blood pressure is usually between 90/60 mmHg and 120/80 mmHg, but pressures below 90/60 are generally considered hypotensive.
Artigo esquizofrenia a meta analysis of cognitive remediation in schizophrenia
1. Am J Psychiatry 164:12, December 2007 1791
Reviews and Overviews
ajp.psychiatryonline.org
A Meta-Analysis of Cognitive Remediation in Schizophrenia
Susan R. McGurk, Ph.D.
Elizabeth W. Twamley, Ph.D.
David I. Sitzer, Ph.D.
Gregory J. McHugo, Ph.D.
Kim T. Mueser, Ph.D.
Objective: This study evaluated the ef-
fects of cognitive remediation for improving
cognitive performance, symptoms, and
psychosocial functioning in schizophrenia.
Method: A meta-analysis was conducted
of 26 randomized, controlled trials of cog-
nitive remediation in schizophrenia in-
cluding 1,151 patients.
Results: Cognitive remediation was asso-
ciated with significant improvements
across all three outcomes, with a medium
effect size for cognitive performance
(0.41), a slightly lower effect size for psy-
chosocial functioning (0.36), and a small
effect size for symptoms (0.28). The ef-
fects of cognitive remediation on psycho-
social functioning were significantly stron-
ger in studies that provided adjunctive
psychiatric rehabilitation than in those
that provided cognitive remediation
alone.
Conclusions: Cognitive remediation pro-
duces moderate improvements in cogni-
tive performance and, when combined
with psychiatric rehabilitation, also im-
proves functional outcomes.
(Am J Psychiatry 2007; 164:1791–1802)
Cognitive impairment is a core feature of schizophre-
nia, with converging evidence showing that it is strongly
related to functioning in areas such as work, social rela-
tionships, and independent living (1, 2). Furthermore,
cognitive functioning is a robust predictor of response to
psychiatric rehabilitation (i.e., systematic efforts to im-
prove the psychosocial functioning of persons with severe
mental illness) (3), including outcomes such as work, so-
cial skills, and self-care (1, 4, 5). Because of the importance
of cognitive impairment in schizophrenia, it has been
identified as an appropriate target for interventions (6).
Currently available pharmacological treatments have
limited effects on cognition in schizophrenia (7, 8) and
even less impact on community functioning (9). To address
the problem of cognitive impairment in schizophrenia, a
range of cognitive remediation programs has been devel-
oped and evaluated over the past 40 years. These programs
employ a variety of methods, such as drill and practice ex-
ercises, teaching strategies to improve cognitive function-
ing, compensatory strategies to reduce the effects of per-
sistent cognitive impairments, and group discussions.
Several reviews of research on cognitive rehabilitation in
schizophrenia have been published (10–13). The general
conclusions from these reviews have been that cognitive
remediation leads to modest improvements in perfor-
mance on neuropsychological tests but has no impact on
functional outcomes. However, these reviews were limited
by the relatively small number of studies that actually mea-
sured psychosocial functioning, precluding any definitive
conclusions about the effects of cognitive remediation on
psychosocial adjustment or the identification of program
characteristics that may contribute to such effects. The ra-
tionale for cognitive remediation is chiefly predicated on
its presumed effects on psychosocial functioning and im-
proved response to rehabilitation. Therefore, a critical ex-
amination of the effects of cognitive remediation on func-
tional outcomes is necessary in order to determine its
potential role in the treatment of schizophrenia.
In recent years, the number of studies that examined
psychosocial functioning has grown sufficiently to permit
a closer look at the impact of cognitive remediation. We
conducted a meta-analysis of controlled studies to evalu-
ate the effects of cognitive remediation on cognitive func-
tioning, symptoms, and functional outcomes. We also ex-
amined whether characteristics of cognitive remediation
programs (e.g., hours of cognitive training), the provision
of adjunctive psychiatric rehabilitation, treatment set-
tings, patient demographics, or type of control group was
related to improved outcomes. We hypothesized that cog-
nitive remediation would improve both cognitive func-
tioning and psychosocial adjustment. We also hypothe-
sized that programs that provided more hours of cognitive
training would have stronger effects on cognitive func-
tioning and that adjunctive psychiatric rehabilitation
would be associated with greater improvements in func-
tional outcomes.
Method
Studies for the meta-analysis were identified by conducting
MEDLINE and PsycINFO searches for English language articles
published in peer-reviewed journals. The following search terms
were used: cognitive training, cognitive remediation, cognitive re-
habilitation, and schizophrenia. Studies meeting the following cri-
teria were included: 1) a randomized, controlled trial of a psycho-
social intervention designed to improve cognitive functioning; 2)
an assessment of performance with at least one neuropsychologi-
cal measure that had the potential to reflect generalization of ef-
Downloaded From: http://ajp.psychiatryonline.org/ on 06/07/2012
2. 1792 Am J Psychiatry 164:12, December 2007
COGNITIVE REMEDIATION IN SCHIZOPHRENIA
ajp.psychiatryonline.org
TABLE 1. Neuropsychological Assessments Included in Each Cognitive Domain
Domain Assessment
Attention/vigilance Wechsler Memory Scale (WMS) information and mental control subtests
Search-a-Word
Cancellation tasks
Continuous Performance Tests
Span of apprehension
Labyrinth Test
Sustained Attention Test
Span: hits, time, and overall
Preattentional processing
Cross-over reaction time
Cross-modal reaction time
Embedded Figures Test
COGLAB apprehension/masking
Dichotic listening tasks
Speed of processing Trail Making Test, Parts A and B
WAIS, WAIS-R, or WAIS-III digit symbol subtest
Stroop Test, color and word conditions
Reaction time tests
Letters and category fluency
Verbal working memory WAIS, WAIS-R, WAIS-III, or WMS digit span
WAIS-III letter-number sequencing and arithmetic subtests
Digit Span Distractibility Test
Other digit span tasks
Trained Word Recall Task
Other arithmetic tasks
Sentence span
Dual span
Paced Auditory Serial Addition Test
Nonverbal working memory Wechsler Memory Scale—Revised (WMS-R) visual span
Dual span
Verbal learning and memory WMS, WMS-R, or WMS-III logical memory and verbal paired associates subtests
California Verbal Learning Test
Rey Auditory Verbal Learning Test
Hopkins Verbal Learning Test
Word List Recall Task
Verbal learning paradigm
Denman Neuropsychological Memory Test
Span-Completeness Verbal Learning Test
Visual learning and memory WMS, WMS-R, or WMS-III visual recall, visual reproduction, faces, and figural memory subtests
Memory for Designs Test
Rey-Osterrieth Complex Figure Test
Kimura recurring figures
Denman Neuropsychological Memory Test
Reasoning and problem solving WAIS, WAIS-R, or WAIS-III similarities and picture arrangement subtests
Wechsler Intelligence Scale for Children mazes subtest
Stroop Test interference condition
Independent Living Scale—problem solving
Gorham’s Proverbs Test and other proverb interpretation tasks
Wisconsin Card Sorting Test
Trail Making Test (B – A)
Hinting Task
Labyrinth Test
Tower of Hanoi
Tower of London
Response inhibition
Six elements
Categories
COGLAB card sorting test
Social cognition Social perception (Emotion Matching Test and Emotion Labeling Test)
Bell-Lysaker Emotion Recognition Test
Social cognition
Other cognitive
Cognitive measures of multiple domains Global cognitive scores
Mini-Mental State Examination
Cognitive measures not considered sensi-
tive to change Peabody Picture Vocabulary Test
Shipley Institute of Living Scale IQ estimate
WAIS-R comprehension subtest
Verbal IQ
Cognitive measures lacking consensus Cognitive style
Hayling Sentence Completion Task
(continued)
Downloaded From: http://ajp.psychiatryonline.org/ on 06/07/2012
3. Am J Psychiatry 164:12, December 2007 1793
McGURK, TWAMLEY, SITZER, ET AL.
ajp.psychiatryonline.org
fects rather than assessments on trained tasks only; 3) data avail-
able on either group means and standard deviations for baseline
and postintervention cognitive tests or statistics from which effect
sizes could be calculated; 4) a minimum of 75% of the sample re-
ported to have schizophrenia, schizoaffective disorder, or schizo-
phreniform disorder.
Categorization of Neuropsychological Tests
Neuropsychological tests were grouped into the following cog-
nitive domains described by the Measurement and Treatment Re-
search to Improve Cognition in Schizophrenia (MATRICS) con-
sensus panel (6): attention/vigilance, speed of processing, verbal
working memory, nonverbal working memory, verbal learning
and memory, visual learning and memory, reasoning/problem
solving, and social cognition. Each of the neuropsychological
measures used in the studies meeting the inclusion criteria was
assigned to one cognitive domain by consensus of the first three
authors. Measures for which no consensus could be reached, that
were judged to reflect more than one cognitive domain, or that
the MATRICS panel deemed not sensitive to change were not in-
cluded in the meta-analysis. Table 1 summarizes which neuro-
psychological tests were included in each cognitive domain.
Calculation of Effect Sizes
Effect sizes were calculated by using posttreatment group
means and standard deviations (14), pre-post difference scores,
or analysis of covariance (ANCOVA) or multivariate analysis of co-
variance (MANCOVA) F values that covaried baseline scores on
the dependent measures. Effect sizes can generally be catego-
rized as small (0.2), medium (0.5), or large (0.8) (15). When a study
reported data from multiple measures classified in the same cog-
nitive domain, the mean of the effect sizes from those measures
was used. Effect size distributions were evaluated for outliers, re-
sulting in exclusion of results of one study from the functional
outcome analyses (16).
Meta-Analytic Procedure
Meta-analyses were conducted with BioStat software (17). In
order to control for study differences in sample size when mean
effect sizes were computed, studies were weighted according to
their inverse variance estimates. To determine whether mean ef-
fect sizes were statistically significant, the confidence interval (CI)
and z transformation of the effect size were used. The homogene-
ity of the effect sizes across studies for each outcome domain was
evaluated by computing the Q statistic (18). Then the significance
level of the mean effect sizes was computed by conducting fixed-
effects linear models except when the Q statistic indicated signif-
icant within-group heterogeneity, in which case we used random
effects models. Moderator analyses were then conducted on
those domains with significant heterogeneity, based on the Q sta-
tistic, to determine whether any participant, setting, or program
variables explained variations between studies in effect sizes.
These analyses were performed by clustering studies into two
contrasting groups based on the moderator variable and comput-
ing the Q between and Q within statistics (18).
Moderator Variables
Several variables were considered as potential moderators of
cognitive remediation. Each moderator variable was divided into
two levels based on a median split. The moderator variables and
levels were 1) participant characteristics: age (years) (15–37/38–
50), 2) the setting (inpatient/outpatient), 3) the type of control
group (active control [e.g., another intervention, such as cogni-
tive behavior therapy or motivational interviewing]/passive con-
trol [e.g., viewing educational videos or treatment as usual]), 4)
program characteristics: type of intervention (drill and practice/
drill and practice plus strategy coaching or strategy coaching
alone), hours of practice (determined for the overall program as
well as individual cognitive domains), and the provision of ad-
junctive psychiatric rehabilitation (no/yes).
Some programs that provided training in social cognition em-
ployed a combination of cognitive remediation and other rehabil-
itation approaches, such as social skills training (19, 20), whereas
others employed strictly cognitive remediation methods, such as
computer-based training tasks (21). The number of hours of social
cognition training was included in the total number of cognitive
remediation hours only for the programs that did not combine the
training with another rehabilitation approach. A variety of psychi-
atric rehabilitation approaches were provided in conjunction with
cognitive remediation, including social skills training (20, 22), so-
cial skills/social perception training (19, 23), supported employ-
ment (24), vocational rehabilitation (25), and vocational rehabili-
tation and social information processing groups (26).
Results
Data from 26 studies (1,151 subjects) were included.
The studies, characteristics of participants and programs,
TABLE 1. Neuropsychological Assessments Included in Each Cognitive Domain (continued)
Purdue Pegboard
Tactile performance
WMS orientation subtest
Symptoms Scale for the Assessment of Positive Symptoms
Scale for the Assessment of Negative Symptoms
Positive and Negative Syndrome Scale
Brief Psychiatric Rating Scale
Holtzman Inkblot Test
Paranoid Depression Scale
Present State Exam
Thought, language, and communication
Functioning Bay Area Functional Performance Evaluation
Percent “sick talk”/incoherence during the interview
Life skills profile
Global Assessment Scale
Nurses’ Observation Scale for Inpatient Evaluation
Disability Assessment Schedule
Employment
Social Behaviour Schedule
Micro-Module Learning Test
Assessment of Interpersonal Problem-Solving Skills
Social adjustment
Downloaded From: http://ajp.psychiatryonline.org/ on 06/07/2012
4. 1794 Am J Psychiatry 164:12, December 2007
COGNITIVE REMEDIATION IN SCHIZOPHRENIA
ajp.psychiatryonline.org
TABLE 2. Description of Randomized, Controlled Trials of Cognitive Remediation in Schizophrenia
Author
Sample Characteristics—
Inpatient/Outpatient; Mean Age
(years); Mean Education (years);
% Male Treatment group (N)
Drill and Practice/
Drill and Strategy
Coaching
Cognitive Remedia-
tion Program In-
cluded Psychiatric
Rehabilitation
Wagner (1968) (45),
treatment 1
Inpatients; 44.8; not reported;
100%
Noncomputerized attention
training (N=8)
Drill and practice No
Wagner (1968) (45),
treatment 2
Inpatients; 44.8; not reported;
100%
Noncomputerized abstraction
training (N=8)
Drill and practice No
Wagner (1968) (45),
treatment 3
Inpatients; 44.8; not reported;
100%
Noncomputerized attention and
abstraction training (N=16)
Drill and practice No
Meichenbaum & Cameron
(1973), includes 3-week
follow-up (16)
Inpatients; 36.0; not reported;
100%
Noncomputerized training using
self-talk (N=5)
Drill and practice No
Benedict & Harris (1989)
(46)
Inpatients; 30.3; not reported;
not reported
Computerized training with
advancement criteria (N=10)
Drill and practice No
Olbrich & Mussgay (1990)
(43)
Inpatients; 30.7; 10.2; 57% Noncomputerized training (N=15) Drill and practice No
Hermanutz & Gestrich
(1991) (42)
Inpatients; 31.0; 11.0; not
reported
Computerized attention training
(N=10)
Drill and practice No
Benedict et al. (1994) (47) Outpatients; 38.8; 11.0; 52% Computerized attention training
(N=16)
Drill and practice No
Burda et al. (1994) (48) Inpatients; 46.6; 12.5; 97% Computerized training using
Captain’s Log (N=40)
Drill and practice No
Field et al. (1997) (49) Outpatients; 28.6; not reported;
90%
Computerized training (N=5) Drill and practice No
Medalia et al. (1998) (50) Inpatients; 32.5; 10.8; 78% Computerized attention training
using orientation remedial mod-
ule (N=27)
Drill and practice No
Spaulding et al. (1999) (20) Inpatients; 35.7; 11.9; 63% Noncomputerized training using
integrated psychological therapy
(N=49)
Drill and strategy
coaching
Social skills training
groups
Wykes et al. (1999) (27);
Wykes et al. (2003) (30),
6-month follow-up
Outpatients; 38.5; 12.0; 76% Noncomputerized training with
errorless learning (N=17)
Drill and strategy
coaching
No
Medalia et al. (2000) (51),
treatment 1
Inpatients; 37.7; 11.5; 59% Computerized problem-solving
training (N=18)
Drill and strategy
coaching
No
Medalia et al. (2000) (51),
treatment 2
Inpatients; 36.5; 10.5; 59% Computerized memory training
(N=18)
Drill and practice No
Downloaded From: http://ajp.psychiatryonline.org/ on 06/07/2012
5. Am J Psychiatry 164:12, December 2007 1795
McGURK, TWAMLEY, SITZER, ET AL.
ajp.psychiatryonline.org
Control Group (active/
passive control, N)
Hours/Weeks of
CognitiveRemediation
(excluding other
treatment)
Cognitive Effect Size
(follow-up effect size in
parentheses)
Average Effect Size
for Cognitive
Measures
Average Effect
Size for Symptom
Measures
Average Effect
Size for
Functioning
Measures
Viewing treatment group
stimuli without
responding (active
control, N=8)
3 hours/1 week Visual learning memory=
0.80; reasoning and
problem solving=1.40
1.10
Viewing treatment group
stimuli without
responding (active
control, N=8)
3 hours/1 week Visual learning memory=
–1.21; reasoning and
problem solving=1.12
–0.04
Viewing treatment group
stimuli without
responding (active
control, N=8)
3 hours/1 week Visual learning memory=
–0.09; reasoning and
problem solving=0.55
0.32
Task practice without self-
talk (active control, N=5)
4.1 hours/3 weeks Verbal working memory=
0.77 (1.31); reasoning
and problem solving=
1.26 (1.99)
1.02 (1.65) 1.89 (2.08) 3.50 (3.99)
1. Computerized training
without advancement
criteria (active control,
N=10); 2. Treatment as
usual (passive control,
N=10)
12.5 hours/8–14
weeks
Speed of processing=1.57 1.57
Arts and crafts groups
(active control, N=15)
12 hours/3 weeks Attention/vigilance=0.52;
Verbal working mem-
ory=0.43; reasoning and
problem solving=0.26
0.40 0.00
1. Integrated psychologi-
cal therapy focusing on
cognitive, communica-
tion, and social training
(active control, N=10);
2. Treatment as usual
(passive control, N=10)
7.5 hours/3–4 weeks Treatment versus active
control: attention/vigi-
lance=0.18; treatment
versus passive control:
attention/vigilance=
–0.09
Treatment versus ac-
tive control=0.18;
treatment versus
passive control=
–0.09
Treatment versus
active control=
0.43; treatment
versus passive
control=0.24
Treatment
versus active
control=–0.47;
treatment
versus passive
control=–0.46
Treatment as usual
(passive control, N=17)
12.5 hours/3–5 weeks Attention/vigilance=0.41;
verbal learning and
memory=0.13
0.27
Treatment as usual
(passive control, N=29)
12 hours/8 weeks Speed of processing=0.58;
attention/vigilance=
0.65; verbal working
memory=0.89; verbal
learning and memory=
0.69; visual learning
memory=–0.26
0.51
Graphics-based computer
games (active control,
N=5)
6 hours/3 weeks Speed of processing=0.74;
attention/vigilance=
1.08; reasoning and
problem solving=0.54;
other=0.00
0.79
Watching National Geo-
graphic documentaries
(passive control, N=27)
6 hours/6 weeks Attention/vigilance=0.19 0.19 0.24
Group supportive therapy
emphasizing social skills
(active control, N=42)
68.3 hours/26 weeks Speed of processing=0.02;
attention/vigilance=
0.38; verbal learning
and memory=–0.06;
visual learning memory=
–0.06; reasoning and
problem solving=0.14
0.08 0.55 0.53
Intensive occupational
therapy (active control,
N=16)
24–40 hours/8–10
weeks
Speed of processing=0.26;
verbal working mem-
ory=0.27 (0.07); nonver-
bal working memory=
0.06; reasoning and
problem solving=0.20
(0.33)
0.20 (0.20) 0.59 0.05
Treatment as usual
(passive control, N=18)
4.2 hours/5 weeks Verbal learning and
memory=–0.43
–0.43
Treatment as usual
(passive control, N=18)
4.2 hours/5 weeks Verbal learning and
memory=0.39
–0.39
(continued)
Downloaded From: http://ajp.psychiatryonline.org/ on 06/07/2012
6. 1796 Am J Psychiatry 164:12, December 2007
COGNITIVE REMEDIATION IN SCHIZOPHRENIA
ajp.psychiatryonline.org
TABLE 2. Description of Randomized, Controlled Trials of Cognitive Remediation in Schizophrenia (continued)
Author
Sample Characteristics—
Inpatient/Outpatient; Mean Age
(years); Mean Education (years);
% Male Treatment group (N)
Drill and Practice/
Drill and Strategy
Coaching
Cognitive Remedia-
tion Program In-
cluded Psychiatric
Rehabilitation
Bell et al. (2001) (26) Outpatients in work therapy;
43.6; 13.2; 78%
Computerized training using
CogReHab plus weekly social
information processing group
(N=31)
Drill and practice Vocational rehabilita-
tion and social
information
processing groups
Bell et al. (2003) (52),
includes follow-up
Same as above (N=47)
Fiszdon et al. (2004) (53),
includes follow-up
Same as above (N=45)
Fiszdon et al. (2005) (54) Same as above (N=57)
Van der Gaag (2002) (23) Inpatients; 31.1; not reported;
64%
Noncomputerized training (N=21) Drill and strategy
coaching
Social skills/social
perception training
Bellucci et al. (2002) (34) Outpatients; 42.0; 12.6; 47% Computerized training using
Captain’s Log (N=17)
Drill and practice No
López-Luengo & Vázquez
(2003) (55)
Outpatients; 33.5; not reported;
83%
Noncomputerized training using
attention process training (N=13)
Drill and practice No
Hogarty et al. (2004) (19),
includes 12-month
follow-up
Outpatients; 37.3; not reported;
59%
Computerized training using
orientation remedial module and
CogReHab plus group social
cognition exercises (N=67)
Drill and strategy
coaching
Social skills/social
perception training
groups
Ueland & Rund (2005) (21);
Ueland & Rund (2004)
(44), 12-month follow-up
Inpatients; 15.3; not reported;
50%
Computerized and non-
computerized training (N=14)
Drill and strategy
coaching
No
McGurk et al. (2005) (24) Outpatients in supported
employment; 37.5; 11.2; 55%
Computerized training using
Cogpack (N=23)
Drill and strategy
coaching
Supported
employment
Sartory et al. (2005) (56) Inpatients; 36.4; 10.3; 67% Computerized training using
Cogpack (N=21)
Drill and practice No
Silverstein et al. (2005) (22) Inpatients; 39.3; 10.6; 87% Noncomputerized training using
attention process training and
shaping (N=18)
Drill and practice Social skills training
groups
Vauth et al. (2005) (25) Inpatients in vocational
rehabilitation; 30.0; 12.5; 65%
Computerized training using
Cogpack and noncomputerized
training, plus cognitive
adaptation therapy (N=47)
Drill and strategy
coaching
Vocational
rehabilitation
Downloaded From: http://ajp.psychiatryonline.org/ on 06/07/2012
7. Am J Psychiatry 164:12, December 2007 1797
McGURK, TWAMLEY, SITZER, ET AL.
ajp.psychiatryonline.org
Control Group (active/
passive control, N)
Hours/Weeks of
CognitiveRemediation
(excluding other
treatment)
Cognitive Effect Size
(follow-up effect size in
parentheses)
Average Effect Size
for Cognitive
Measures
Average Effect
Size for Symptom
Measures
Average Effect
Size for
Functioning
Measures
Treatment as usual
(passive control, N=34)
36 hours/26 weeks Speed of processing=0.31;
verbal working mem-
ory=0.30; reasoning and
problem solving=0.50;
social=0.90
0.50
Passive control, N=55 Verbal working memory=
0.40 (0.48)
0.40 (0.48)
Passive control, N=49 Verbal working memory=
0.53 (0.66)
0.53 (0.66)
Passive control, N=68 Verbal learning and mem-
ory=0.36
0.36
Leisure/games group
(active control, N=21)
4 hours/11 weeks Speed of processing=
–0.02; attention/vigi-
lance=0.09; verbal
learning and memory=
0.41; visual learning
memory=0.47; reason-
ing and problem solv-
ing=0.09; social=0.51
0.26
Treatment as usual
(passive control, N=17)
8 hours/8 weeks Speed of processing=0.56;
verbal working mem-
ory=0.52; verbal learn-
ing and memory=0.49
0.52 0.32
Treatment as usual
(passive control, N=11)
24 hours/43 weeks Speed of processing=0.32;
attention vigilance=
0.54; verbal working
memory=0.48; verbal
learning and memory=
0.57; reasoning and
problem solving=0.45
0.53
Enriched supportive ther-
apy including psychoed-
ucation, illness self-
management,and stress
management (active
control, N=54)
75 hours/104 weeks Speed of processing=0.83
(0.86); social=0.36 (0.66)
0.60 (0.67) –0.07 (0.09) 0.37 (0.51)
Treatment as usual
(passive control, N=12)
30 hours/12 weeks Attention/vigilance=0.31
(0.28); verbal working
memory=0.54 (0.60);
verbal learning and
memory=0.33 (0.29);
visual learning mem-
ory=0.11 (0.17); reason-
ing and problem solv-
ing=0.57 (0.31)
0.37 (0.33) 0.25 (0.51) 0.31 (0.16)
Treatment as usual
(passive control, N=21)
24 hours/12 weeks Speed of processing=0.27;
verbal working mem-
ory=0.42; verbal learn-
ing and memory=0.45;
reasoning and problem
solving=0.18
0.33 0.45 1.76
Treatment as usual
(passive control, N=21)
15 hours/3 weeks Speed of processing=0.69;
verbal learning and
memory=0.88
0.78
Treatment as usual
(passive control, N=13)
18 hours/6 weeks Attention/vigilance=0.25;
verbal working mem-
ory=0.38; verbal learn-
ing and memory=0.48
0.37 0.41 0.68
1. Vocational rehabilita-
tion and self-manage-
ment training for nega-
tive symptoms (active
control, N=45); 2. Treat-
ment as usual (passive
control, N=46)
24 hours/8 weeks Treatment versus active
control; attention/vigi-
lance=0.46; verbal
learning and memory=
0.61; treatment versus
passive control; atten-
tion/vigilance=0.46; ver-
bal learning and mem-
ory=0.55; reasoning and
problem solving=0.60
Treatment versus
active control=
0.54; treatment
versus passive
control=0.54
Treatment versus
active control=
0.44; treatment
versus passive
control=0.19
Treatment
versus active
control=0.10;
treatment
versus passive
control=0.46
(continued)
Downloaded From: http://ajp.psychiatryonline.org/ on 06/07/2012
8. 1798 Am J Psychiatry 164:12, December 2007
COGNITIVE REMEDIATION IN SCHIZOPHRENIA
ajp.psychiatryonline.org
and effect sizes are displayed in Table 2. The mean sample
size was 50 (SD=36, range=10–138). The mean age of the
participants was 36.3 years (SD=6.0, range of means=15–
47), the mean years of education was 11.8 (SD=1.0, range
of means=10–13), 69% of the participants were men, and
60% were inpatients. The mean duration of cognitive re-
mediation programs was 12.8 weeks (SD=20.9, range=1–
104). Programs targeted for training an average of 2.9 cog-
nitive domains (SD=1.6, range=1–6), whereas changes in
cognitive functioning were assessed on an average of 3.1
cognitive domains (SD=1.6, range=1–6). Sixty-nine per-
cent of the programs used a drill and practice interven-
tion; 23% provided adjunctive psychosocial rehabilitation.
Effects on Cognitive Performance
Only one study examined changes in nonverbal working
memory (27), so this domain was not included in the
meta-analysis. The effect sizes and related statistics for
overall cognition and the other seven individual cognitive
domains are provided in Table 3. In addition, the effect
sizes for overall cognitive functioning for each study are
depicted in Figure 1. The effect size for overall cognition
was significant, as well as for six of the seven domains of
cognitive performance. Most of the effects were in the me-
dium or low-medium effect size range, indicating im-
proved cognitive performance after cognitive remedia-
tion. The effect size for visual learning and memory was
not significant (0.09).
Six studies also reported cognitive data at follow-up (16,
19, 21, 28–30). For these studies, the average effect size at
posttreatment was 0.56 (t=4.8, df=5, p<0.001, CI=0.33–
0.79; Q=3.4, df=5, n.s.), and at follow-up, it was 0.66 (t=5.7,
df=5, p<0.001, CI=0.43–0.89; Q=7.8, df=5, n.s.). Similar to
the results at posttreatment, cognitive remediation was
associated with improved overall cognitive performance
an average of 8 months later.
Hedges’s Q was significant for only one cognitive do-
main, verbal learning and memory, indicating significant
heterogeneity in effect sizes to evaluate the effects of mod-
erators. For this domain, a larger effect size was associated
with more hours of cognitive remediation (0.57) com-
pared with fewer hours (0.29) (Q=3.7, df=1, p<0.05) and
with drill and practice (0.48) compared with drill and prac-
tice plus strategy coaching (0.23) (Q=2.0, df=1, p<0.05);
hours of cognitive remediation were unrelated to program
type (χ2=0.4, df=1, n.s.).
Effects on Symptoms and Functioning
Cognitive remediation was associated with a small ef-
fect size for symptoms (0.28) and between a small and a
medium effect size for functioning (0.35). There was sig-
nificant heterogeneity in the effect sizes for functioning
(Q=25.7, df=11, p<0.01), but not for symptoms. Moderator
analyses indicated that cognitive remediation resulted in
stronger effect sizes for improved psychosocial function-
ing in studies that provided adjunctive psychiatric rehabil-
itation (0.47) compared to no psychiatric rehabilitation
(0.05) (Q=5.5, df=1, p<0.01.), cognitive remediation pro-
grams that used drill and practice plus strategy coaching
(0.62) compared to drill and practice only (0.24) (Q=4.6,
df=1, p<0.05), and studies that included older (0.55) rather
than younger (0.18) patients (Q=5.7, df=1, p<0.05). Pro-
gram type was unrelated to age and to adjunctive psychi-
atric rehabilitation, but age and adjunctive psychiatric re-
habilitation were significantly associated (χ2=6.7, df=1,
p<0.05). Studies that provided psychiatric rehabilitation
tended to serve older patients.
Discussion
The results provide support for the effects of cognitive
remediation on improving cognitive functioning in
schizophrenia, with effect sizes in the medium range for
overall cognitive functioning (0.41) and six of the seven
cognitive domains (0.39–0.54). The effects of cognitive re-
mediation on cognitive performance were remarkably
similar across the 26 studies included in the analysis de-
spite differences in length and training methods between
cognitive remediation programs, inpatient/outpatient
setting, patient age, and provision of adjunctive psychiat-
ric rehabilitation. The results indicate that cognitive reme-
diation produced robust improvements in cognitive func-
tioning across a variety of program and patient conditions.
The effect sizes of cognitive remediation were homoge-
neously distributed across studies for overall cognitive
functioning and six of the seven cognitive domains, pre-
cluding the examination of moderators of treatment ef-
fects for most cognitive outcomes. Thus, contrary to our
TABLE 2. Description of Randomized, Controlled Trials of Cognitive Remediation in Schizophrenia (continued)
Author
Sample Characteristics—
Inpatient/Outpatient; Mean Age
(years); Mean Education (years);
% Male Treatment group (N)
Drill and Practice/
Drill and Strategy
Coaching
Cognitive Remedia-
tion Program In-
cluded Psychiatric
Rehabilitation
Penadés et al. (2006) (29),
includes 6-month follow-
up
Outpatients; 35.1; 10.2; 57% Noncomputerized training using
frontal/executive program with
errorless learning (N=20)
Drill and practice No
Downloaded From: http://ajp.psychiatryonline.org/ on 06/07/2012
9. Am J Psychiatry 164:12, December 2007 1799
McGURK, TWAMLEY, SITZER, ET AL.
ajp.psychiatryonline.org
hypothesis, the number of hours programs devoted to
cognitive remediation was not related to the amount of
improvement in overall cognitive functioning. However,
hours of training, as well as use of drill and practice rather
than combined drill and practice with strategy coaching,
were related to improvements in verbal learning and
memory, suggesting that this domain may be more sensi-
tive to the method and extent of cognitive remediation.
It is possible that a relatively limited amount of cogni-
tive remediation (e.g., 5–15 hours) is sufficient to produce
improved cognitive functioning and that all studies pro-
vided an adequate amount of treatment. Alternatively, the
amount of cognitive remediation may not be related to
immediate gains in cognitive functioning but could con-
tribute to the retention of improvements following the ter-
mination of treatment. The impact of amount of cognitive
remediation on the maintenance of treatment effects
could not be evaluated in this meta-analysis because only
six studies conducted follow-up assessments an average
of 8 months after completion of the program. However,
the mean effect size for overall cognitive performance for
these studies was in the medium range (0.66), comparable
in magnitude to the immediate effects of cognitive reme-
diation. These findings provide preliminary support for
the longer-term benefits of cognitive remediation on cog-
nitive performance and point to the need for more re-
search on the maintenance of treatment effects.
The overall effect size of cognitive remediation on im-
proving symptoms was significant but in the small range
(0.28). Previous reviews of the effects of cognitive remedi-
ation either have not examined symptoms (10, 11) or were
inconclusive because of the small number of studies (12,
13). The apparently limited impact of cognitive remedia-
tion on symptoms is consistent with numerous studies
showing that cognitive impairment is relatively indepen-
dent of other symptoms of schizophrenia (31–33). Cogni-
tive remediation may have some beneficial effects on
symptoms by providing positive learning experiences that
serve to bolster self-esteem and self-efficacy for achieving
personal goals, thereby improving depression. Several
studies have reported that cognitive remediation im-
proved mood (24, 27, 34).
Cognitive remediation also had a significant effect on
improving psychosocial functioning, with an average ef-
fect size of 0.35, just slightly lower than the average effect
size of 0.41 for improved cognitive performance. For ex-
ample, patients who participated in cognitive remediation
showed greater improvements in obtaining and working
competitive jobs (24, 25), the quality of and satisfaction
with interpersonal relationships (19), and the ability to
solve interpersonal problems (20). These findings are
unique because until recently a sufficient number of stud-
ies had not measured functional outcomes from which to
draw firm conclusions. The impact of cognitive remedia-
tion on improved functioning is important because the
primary rationale for cognitive remediation in schizo-
phrenia is to improve psychosocial functioning (35).
In contrast to the uniform effects across studies of cog-
nitive remediation on overall cognitive performance and
symptoms, there was significant variability in its effects on
psychosocial functioning. Furthermore, as hypothesized,
cognitive remediation programs that provided adjunctive
psychiatric rehabilitation had significantly stronger ef-
fects on improving functional outcomes (0.47) than pro-
grams that did not (0.05). This effect is consistent with pre-
vious research showing that cognitive impairment
attenuates response to psychiatric rehabilitation (1, 36,
37) and suggests that improved cognitive performance
may enable some patients to benefit more from rehabilita-
tion. The findings are also consistent with the results of a
meta-analysis of integrated psychological therapy (38) in
which the strongest effects on functioning were found in
programs that integrated cognitive remediation and social
skills training rather than programs that provided either
intervention alone (39).
Cognitive remediation programs that included strategy
coaching had stronger effects on functioning than pro-
grams that focused only on drill and practice. Strategy
coaching typically targets memory and executive func-
tions by teaching methods such as chunking information
to facilitate recall and problem-solving skills. It is unclear
whether strategy coaching is more effective because peo-
ple are better able to transfer skills from the training set-
ting into their daily lives (35) or because teaching such
strategies helps patients compensate for the effects of per-
Control Group (active/
passive control, N)
Hours/Weeks of
CognitiveRemediation
(excluding other
treatment)
Cognitive Effect Size
(follow-up effect size in
parentheses)
Average Effect Size
for Cognitive
Measures
Average Effect
Size for Symptom
Measures
Average Effect
Size for
Functioning
Measures
Cognitive behavioral ther-
apy for psychosis (active
control, N=20)
40 hours/16 weeks Speed of processing=0.56
(1.02); verbal working
memory=0.80 (0.76);
verbal learning and
memory=1.19 (2.07);
visual learning mem-
ory=0.75 (1.22); reason-
ing and problem solv-
ing=1.76 (2.05)
1.01 (1.42) –0.15 (–0.15) 0.42 (0.45)
Downloaded From: http://ajp.psychiatryonline.org/ on 06/07/2012
10. 1800 Am J Psychiatry 164:12, December 2007
COGNITIVE REMEDIATION IN SCHIZOPHRENIA
ajp.psychiatryonline.org
sistent cognitive impairments on functioning (24) or both.
Further research is needed to address this question.
The effects of cognitive remediation were not influ-
enced by the nature of the control condition. Thus, simply
actively or passively engaging patients in treatments de-
signed to control for the amount of clinician contact did
not appear to confer any benefit in cognitive functioning
beyond the provision of usual services. These findings are
consistent with the meta-analysis of the cognitive remedi-
ation-based integrated psychological therapy program
(39) but differ from the psychotherapy literature, where
there is ample evidence for nonspecific effects related to
therapist attention (40). The mechanisms underlying the
effects of cognitive remediation on improved cognitive
performance, functioning, and symptoms appear to differ
from those involved in psychotherapy. The results raise
questions about the need to control for the amount of cli-
nician attention given to treatment control groups in re-
search on cognitive remediation.
So what has been learned after almost 40 years of re-
search on cognitive remediation for schizophrenia? Al-
though a great deal more is known about schizophrenia
and its neurocognitive underpinnings and the technology
for assessing and remediating cognitive impairments has
evolved (e.g., most programs now employ at least some
computer-based training), the effect sizes on cognitive
functioning do not appear to have increased appreciably
in recent years. The failure to develop more potent pro-
grams could be due to limitations imposed by the illness
itself and not the fault of treatment developers. It may be
argued that a similar phenomenon has occurred in the
pharmacological treatment of schizophrenia, where de-
spite the enormous investment of resources into the de-
velopment of new drugs, the clinical gains in treating
symptoms over the past 50 years are debatable (41).
Alternatively, the ability to improve the effectiveness of
cognitive remediation may depend on attention to critical
issues in research design. Two such issues deserve special
consideration: the evaluation of the persistence of reme-
TABLE 3. Results of Meta-Analysis of Randomized, Controlled Trials of Cognitive Remediation in Schizophreniaa
Outcome Domain Effect Size 95% CI T Score
Subjects
(N)
Cognitive
Remediation Hours Analysis
Median Range Hedges’s Q df
Global cognition 0.41 0.29 to 0.52 6.9*** 1,214 12.5 3–75 35.3 28
Attention/vigilance 0.41 0.25 to 0.57 5.1*** 659 6.6 0–14 9.8 14
Speed of processing 0.48 0.28 to 0.69 5.9*** 655 0.0 0–3 20.7 13
Verbal working memory 0.52 0.33 to 0.72 5.2*** 428 0.4 0–8 3.9 10
Verbal learning and memory 0.39 0.20 to 0.58 5.5*** 858 0.0 0–8 26.6* 15
Visual learning and memory 0.09 –0.26 to 0.43 0.6 424 0.0 0–3 14.5* 7
Reasoning/problem solving 0.47 0.30 to 0.64 5.4*** 564 3.0 0–32 21.8 14
Social cognition 0.54 0.22 to 0.88 3.9*** 228 26.0 2–84 2.8 2
Symptoms 0.28 0.13 to 0.43 3.6*** 709 12.2 14
Functioning 0.35 0.07 to 0.62 1.9* 615 25.7** 10
a After consideration of the consistency of effect sizes across six of the seven cognitive domains and overall cognitive functioning, the clinical
and theoretical significance of these moderator effects on verbal learning and memory is unclear.
*p<0.05. ** p<0.01. ***p<0.001.
FIGURE 1. Effect Sizes for Overall Cognition in Random-
ized, Controlled Trials of Cognitive Remediation in Schizo-
phrenia
Benedict & Harris (46), treatment as usual
Benedict & Harris (46), active control
Wagner (45), treatment 1
Meichenbaum & Cameron (16)
Penadés et al. (29)
Field et al. (49)
Sartory et al. (56)
Hogarty et al. (19)
Vauth et al. (25), active control
Vauth et al. (25), treatment as usual
López-Luengo & Vázquez (55)
Bellucci et al. (34)
Burda et al. (48)
Bell et al. (26, 52); Fiszdon et al. (53, 54)
Olbrich & Mussgay (43)
Silverstein et al. (22)
Ueland & Rund (44)
McGurk et al. (24)
Wagner (45), treatment 3
Benedict et al. (47)
van der Gaag et al. (23)
Wykes et al. (27)
Medalia et al. (50)
Hermanutz & Gestrich (42), active control
Spaulding et al. (20)
Wagner (45), treatment 2
Hermanutz & Gestrich (42),
treatment as usual
Medalia et al. (51), treatment 2
Medalia et al. (51), treatment 1
–2.0 –1.0 0.0 1.0
Effect Size
2.0 3.0
Downloaded From: http://ajp.psychiatryonline.org/ on 06/07/2012
11. Am J Psychiatry 164:12, December 2007 1801
McGURK, TWAMLEY, SITZER, ET AL.
ajp.psychiatryonline.org
diation effects on cognitive functioning and the assess-
ment of the impact of remediation on functional out-
comes. Despite the number of controlled studies of
cognitive remediation, only six studies (16, 19, 21, 28–30)
examined whether improvements in cognitive function-
ing were maintained at a posttreatment follow-up, pre-
cluding the exploration of moderators of treatment ef-
fects. The relative lack of data addressing this question
may be important because different program, patient, or
setting factors could influence the long-term mainte-
nance of cognitive effects compared to short-term effects.
Similarly, only 11 studies evaluated functional out-
comes (16, 19, 20, 22, 24, 25, 27, 29, 42–44), and this was
the first meta-analysis to quantitatively demonstrate that
cognitive remediation improved psychosocial function-
ing. Furthermore, the impact of cognitive remediation on
functioning was moderated by several factors, including
the provision of adjunctive psychiatric rehabilitation, cog-
nitive training method, and patient age, suggesting poten-
tially important factors for improving the impact of treat-
ment programs. Thus, the ability to make cognitive
remediation programs more effective may have been con-
strained by the neglect of most studies to measure the
long-term effects of remediation and its impact on func-
tional outcomes, resulting in the inability to identify mod-
erators of treatment that could be the focus of efforts to
hone and refine the intervention. Future research on cog-
nitive remediation should routinely evaluate psychosocial
functioning and the long-term effects of treatment on all
outcomes of interest. In addition, research that systemati-
cally examines the interactions between cognitive remedi-
ation and psychiatric rehabilitation is warranted.
In summary, cognitive remediation was found to have
consistent effects on improving cognitive performance,
functioning, and symptoms. In addition, the impact of
cognitive remediation on functional outcomes was signif-
icantly greater in studies that also provided psychiatric re-
habilitation, suggesting that these two treatment ap-
proaches may work together in a synergistic fashion.
These findings challenge the assumption that simply im-
proving cognitive functioning in schizophrenia will spon-
taneously lead to better psychosocial outcomes. The re-
sults do suggest, however, that cognitive remediation may
improve the response of some patients to psychiatric re-
habilitation. Overall, this meta-analysis indicates that cog-
nitive remediation may have an important role to play in
improving both cognitive performance and functional
outcomes in schizophrenia.
Received June 8, 2007; revision received Aug. 27, 2007; accepted
Aug. 28, 2007 (doi: 10.1176/appi.ajp.2007.07060906). From the
Dartmouth Psychiatric Research Center, the Department of Commu-
nity and Family Medicine, and the Department of Psychiatry, Dart-
mouth Medical School; the Department of Psychiatry, University of
California, San Diego; and the School of Psychology, Argosy Univer-
sity, Santa Monica, Calif. Address correspondence and reprint
requests to Dr. McGurk, Dartmouth Psychiatric Research Center, Main
Building, 105 Pleasant St., Concord, NH 03301; susan.r.mcgurk@
dartmouth.edu (e-mail).
All authors report no competing interests.
Supported by NIMH grant MH77210 and National Institute on Dis-
ability and Rehabilitation Research grant H133G050230.
References
1. McGurk SR, Mueser KT: Cognitive functioning, symptoms, and
work in supported employment: a review and heuristic model.
Schizophr Res 2004; 70:147–174
2. Mueser KT: Cognitive functioning, social adjustment and long-
term outcome in schizophrenia, in Cognition in Schizophrenia:
Impairments, Importance, and Treatment Strategies. Edited by
Sharma T, Harvey P. Oxford, UK, Oxford University Press, 2000,
pp 157–177
3. Corrigan PW, Mueser KT, Bond GR, Drake RE, Solomon P: The
Principles and Practice of Psychiatric Rehabilitation: An Empir-
ical Approach. New York, Guilford, 2007
4. Smith TE, Hull JW, Romanelli S, Fertuck E, Weiss KA: Symptoms
and neurocognition as rate limiters in skills training for psy-
chotic patients. Am J Psychiatry 1999; 156:1817–1818
5. Wykes T, Dunn G: Cognitive deficit and the prediction of reha-
bilitation success in a chronic psychiatric group. Psychol Med
1992; 22:389–398
6. Nuechterlein KH, Barch DM, Gold JM, Goldberg TE, Green MF,
Heaton RK: Identification of separable cognitive factors in
schizophrenia. Schizophr Res 2004; 72:29–39
7. Marder SR: Initiatives to promote the discovery of drugs to im-
prove cognitive function in severe mental illness. J Clin Psychi-
atry 2006; 67(suppl 9):31–35
8. Rund BR, Borg NE: Cognitive deficits and cognitive training in
schizophrenic patients: a review. Acta Psychiatr Scand 1999;
100:85–95
9. Harvey PD, Green MF, Keefe RS, Velligan DI: Cognitive function-
ing in schizophrenia: a consensus statement on its role in the
definition and evaluation of effective treatments for the ill-
ness. J Clin Psychiatry 2004; 65:361–372
10. Krabbendam L, Aleman A: Cognitive rehabilitation in schizo-
phrenia: a quantitative analysis of controlled studies. Psycho-
pharmacology 2003; 169:376–382
11. Kurtz MM, Moberg PJ, Gur RC, Gur RE: Approaches to cognitive
remediation of neuropsychological deficits in schizophrenia: a
review and meta-analysis. Neuropsychology Rev 2001; 11:
197–210
12. Pilling S, Bebbington P, Kuipers E, Garety P, Geddes JR, Martin-
dale B, Orbach G, Morgan C: Psychological treatments in
schizophrenia, II: meta-analyses of randomized controlled tri-
als of social skills training and cognitive remediation. Psychol
Med 2002; 32:783–791
13. Twamley EW, Jeste DV, Bellack AS: A review of cognitive train-
ing in schizophrenia. Schizophr Bull 2003; 29:359–382
14. Thalheimer W, Cook S: How to calculate effect sizes from pub-
lished research: a simplified methodology. www.work-learn-
ing.com/effect_sizes.htm
15. Cohen J: Statistical Power Analysis for the Behavioral Sciences.
Hillsdale, NJ, Lawrence Erlbaum Associates, 1988
16. Meichenbaum D, Cameron R: Training schizophrenics to talk to
themselves: a means of developing attentional controls. Behav
Ther 1973; 4:515–534
17. Borenstein M, Rothstein H: Comprehensive Meta-Analysis: A
Computer Program for Research Synthesis. Englewood, NJ, Bio-
stat, 1999
18. Hedges LV, Olkin I: Statistical Methods for Meta-Analysis. New
York, Academic Press, 1985
19. Hogarty GE, Flesher S, Ulrich RF, Carter M, Greenwald D, Pogue-
Geile MF, Kechavan M, Cooley S, Di Barry AL, Garrett A, Pare-
Downloaded From: http://ajp.psychiatryonline.org/ on 06/07/2012
12. 1802 Am J Psychiatry 164:12, December 2007
COGNITIVE REMEDIATION IN SCHIZOPHRENIA
ajp.psychiatryonline.org
pally H, Zoretich R: Cognitive enhancement therapy for schizo-
phrenia: effects of a 2-year randomized trial on cognition and
behavior. Arch Gen Psychiatry 2004; 61:866–876
20. Spaulding WD, Reed D, Sullivan M, Richardson C, Weiler M: Ef-
fects of cognitive treatment in psychiatric rehabilitation.
Schizophr Bull 1999; 25:657–676
21. Ueland T, Rund BR: Cognitive remediation for adolescents with
early onset psychosis: a 1-year follow-up study. Acta Psychiatr
Scand 2005; 111:193–201
22. Silverstein SM, Hatashita-Wong M, Solak BA, Uhlhaas P, Landa
Y, Wilkniss SM, Goicochea C, Carpiniello K, Schenkel LS, Savitz A,
Smith TE: Effectiveness of a two-phase cognitive rehabilitation
intervention for severely impaired schizophrenia patients. Psy-
chol Med 2005; 35:829–837
23. van der Gaag M, Kern RS, van den Bosch RJ, Liberman RP: A
controlled trial of cognitive remediation in schizophrenia.
Schizophr Bull 2002; 28:167–176
24. McGurk SR, Mueser KT, Pascaris A: Cognitive training and sup-
ported employment for persons with severe mental illness:
one year results from a randomized controlled trial. Schizophr
Bull 2005; 31:898–909
25. Vauth R, Corrigan PW, Clauss M, Dietl M, Dreher-Rudolph M,
Stieglitz R-D, Vater R: Cognitive strategies versus self-manage-
ment skills as adjunct to vocational rehabilitation. Schizophr
Bull 2005; 31:55–66
26. Bell MD, Bryson G, Greig T, Corcoran C, Wexler RE: Neurocogni-
tive enhancement therapy with work therapy. Arch Gen Psychi-
atry 2001; 58:763–768
27. Wykes T, Reeder C, Corner J, Williams C, Everitt B: The effects of
neurocognitive remediation on executive processing in pa-
tients with schizophrenia. Schizophr Bull 1999; 25:291–307
28. Fiszdon JM, Whelahan H, Bryson GJ, Wexler BE, Bell MD: Cogni-
tive training of verbal memory using a dichotic listening para-
digm: impact on symptoms and cognition. Acta Psychiatr
Scand 2005; 112:187–193
29. Penadés R, Catalán R, Salamero M, Boget T, Puig O, Guarch J,
Gastó C: Cognitive remediation therapy for outpatients with
chronic schizophrenia: a controlled and randomized study.
Schizophr Res 2006; 87:323–331
30. Wykes T, Reeder C, Williams C, Corner J, Rice C, Everitt B: Are
the effects of cognitive remediation therapy (CTR) durable? re-
sults from an exploratory trial in schizophrenia. Schizophr Res
2003; 61:163–174
31. Harvey PD, Serper MR, White L, Parrella M, McGurk SR, Moriarty
PJ, Bowie C, Vadhan N, Friedman J, Davis KL: The convergence
of neuropsychological testing and clinical ratings of cognitive
impairment in patients with schizophrenia. Compr Psychiatry
2001; 42:306–313
32. Liddle PF: The symptoms of chronic schizophrenia: a re-exam-
ination of the positive-negative dichotomy. Br J Psychiatry
1987; 151:145–151
33. Mueser KT, Curran PJ, McHugo GJ: Factor structure of the Brief
Psychiatric Rating Scale in schizophrenia. Psychol Assessment
1997; 9:196–204
34. Bellucci DM, Glaberman K, Haslam N: Computer-assisted cog-
nitive rehabilitation reduces negative symptoms in the se-
verely mentally ill. Schizophr Res 2002; 59:225–232
35. Wykes T, Reeder C: Cognitive Remediation Therapy for Schizo-
phrenia: Theory and Practice. London, Routledge, 2005
36. Mueser KT, Bellack AS, Douglas MS, Wade JH: Prediction of so-
cial skill acquisition in schizophrenic and major affective disor-
der patients from memory and symptomatology. Psychiatry
Res 1991; 37:281–296
37. Wykes T, Sturt E, Katz R: The prediction of rehabilitative success
after three years—the use of social, symptom and cognitive
variables. Br J Psychiatry 1990; 157:865–870
38. Brenner H, Roder V, Hodel B, Kienzle N, Reed D, Liberman R:
Integrated Psychological Therapy for Schizophrenic Patients.
Seattle, Hogrefe & Huber, 1994
39. Roder V, Mueller DR, Mueser KT, Brenner HD: Integrated psy-
chological therapy (IPT) for schizophrenia: is it effective?
Schizophr Bull 2006; 32(suppl 1):S81–S93
40. Crits-Christoph P, Baranackie K, Kurcias JS, Beck AT, Carroll K,
Perry K, Luborsky L, McLellan AT, Woody GE, Thompson L, Gal-
lagher D, Zitrin C: Meta-analysis of therapist effects in psycho-
therapy outcome studies. Psychotherapy Res 1991; 1:81–91
41. Lieberman JA, Stroup TS, McEvoy JP, Swartz MS, Rosenheck RA,
Perkins DO, Keefe RS, Davis SM, Davis CE, Lebowitz BD, Severe
J, Hsiao JK: Clinical Antipsychotic Trials of Intervention Effec-
tiveness (CATIE) investigators: effectiveness of antipsychotic
drugs in patients with chronic schizophrenia. N Engl J Med
2005; 353:1209–1223
42. Hermanutz M, Gestrich J: Computer-assisted attention training
in schizophrenics: a comparative study. Eur Arch Psychiatry
Clin Neurosci 1991; 240:282–287
43. Olbrich R, Mussgay L: Reduction of schizophrenic deficits by
cognitive training: an evaluation study. Eur Arch Psychiatry
Neurol Sci 1990; 239:366–369
44. Ueland T, Rund BR: A controlled randomized treatment study:
the effects of a cognitive remediation program on adolescents
with early onset psychosis. Acta Psychiatr Scand 2004; 109:70–
74
45. Wagner BR: The training of attending and abstracting re-
sponses in chronic schizophrenics. J Exper Res Personality
1968; 3:77–88
46. Benedict RHB, Harris AE: Remediation of attention deficits in
chronic schizophrenic patients: a preliminary study. Br J Clin
Psychol 1989; 28:187–188
47. Benedict RHB, Harris AE, Markow T, McCormick JA, Nuechter-
lein KH, Asarnow RF: Effects of attention training on informa-
tion processing in schizophrenia. Schizophr Bull 1994; 20:537–
546
48. Burda PC, Starkey TW, Dominguez F, Vera V: Computer-assisted
cognitive rehabilitation of chronic psychiatric inpatients. Com-
puters Hum Behav 1994; 10:359–368
49. Field CD, Galletly C, Anderson D, Walker P: Computer-aided
cognitive rehabilitation: possible application to the attentional
deficit of schizophrenia: a report of negative results. Percept
Mot Skills 1997; 85:995–1002
50. Medalia A, Aluma M, Tryon W, Merriam AE: Effectiveness of at-
tention training in schizophrenia. Schizophr Bull 1998; 24:
147–152
51. Medalia A, Dorn H, Watras-Gans S: Treating problem solving
deficits on an acute psychiatric inpatient unit. Psychiatry Res
2000; 97:79–88
52. Bell M, Bryson G, Wexler BE: Cognitive remediation of working
memory deficits: durability of training effects in severely im-
paired and less severely impaired schizophrenia. Acta Psychi-
atr Scand 2003; 108:101–109
53. Fiszdon JM, Bryson GJ, Wexler BE, Bell MD: Durability of cogni-
tive remediation training in schizophrenia: performance on
two memory tasks at 6-month and 12-month follow-up. Psy-
chiatry Res 2004; 125:1–7
54. Fiszdon JM, Cardenas AS, Bryson GJ, Bell MD: Predictors of re-
mediation success on a trained memory task. J Nerv Ment Dis
2005; 193:602–608
55. López-Luengo B, Vázquez C: Effects of attention process train-
ing on cognitive functioning of schizophrenic patients. Psychi-
atry Res 2003; 119:41–53
56. Sartory G, Zorn C, Groetzinger G, Windgassen K: Computerized
cognitive rehabilitation improves verbal learning and process-
ing speed in schizophrenia. Schizophr Res 2005; 75:219–223
Downloaded From: http://ajp.psychiatryonline.org/ on 06/07/2012