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Verbal Learning and Memory Enhancement Strategies in Schizophrenia: A Randomized, Controlled Investigation

Published online by Cambridge University Press:  13 March 2017

Matthew M. Kurtz ,
Christi L. Trask ,
Rachel Rosengard ,
Simone Hyman ,
Lisa Kremen ,
Shyle Mehta ,
Rachel Olfson ,
Sam Rispaud ,
Sofia Zaidman  and
Jimmy Choi
Matthew M. Kurtz*
Affiliation:
Department of Psychology and Program in Neuroscience in Behavior, Wesleyan University, Middletown, Connecticut The Institute of Living at Hartford Hospital, Hartford, Connecticut
Christi L. Trask
Affiliation:
Department of Psychology and Program in Neuroscience in Behavior, Wesleyan University, Middletown, Connecticut
Rachel Rosengard
Affiliation:
Department of Psychology and Program in Neuroscience in Behavior, Wesleyan University, Middletown, Connecticut
Simone Hyman
Affiliation:
Department of Psychology and Program in Neuroscience in Behavior, Wesleyan University, Middletown, Connecticut
Lisa Kremen
Affiliation:
Department of Psychology and Program in Neuroscience in Behavior, Wesleyan University, Middletown, Connecticut
Shyle Mehta
Affiliation:
Department of Psychology and Program in Neuroscience in Behavior, Wesleyan University, Middletown, Connecticut
Rachel Olfson
Affiliation:
Department of Psychology and Program in Neuroscience in Behavior, Wesleyan University, Middletown, Connecticut
Sam Rispaud
Affiliation:
Department of Psychology and Program in Neuroscience in Behavior, Wesleyan University, Middletown, Connecticut
Sofia Zaidman
Affiliation:
Department of Psychology and Program in Neuroscience in Behavior, Wesleyan University, Middletown, Connecticut
Jimmy Choi
Affiliation:
The Institute of Living at Hartford Hospital, Hartford, Connecticut
*
Correspondence and reprint requests to: Matthew M. Kurtz, Department of Psychology, Judd Hall, 207 High Street Middletown, CT, 06459. E-mail: [email protected]
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Abstract

Objectives: Verbal episodic memory is a key domain of impairment in people with schizophrenia with close ties to a variety of aspects of functioning and therapeutic treatment response. A randomized, blinded trial of two mnemonic strategies for verbal episodic memory deficits for people with schizophrenia was conducted. Methods: Sixty-one people with schizophrenia were assigned to one of three experimental conditions: training in a mnemonic strategy that included both visualization and narrative structure (Story Method), a condition in which participants were trained to visualize words interacting with one another (Imagery), or a non-trained control condition in which participants received equivalent exposure to training word lists and other verbal memory assessments administered in the other two conditions, but without provision of any compensatory mnemonic strategy. Participants were assessed on improvements in recall of the word list used as part of training, as well as two, standardized verbal memory assessments which included stimuli not used as part of strategy training. Results: The Story Method produced improvements on a trained word list that generalized to a non-trained, prose memory task at a 1-week follow-up. In contrast, provision of a mnemonic strategy of simple visualization of words produced little improvement on word recall of trained words or on measures of generalization relative to the performance of participants in the control condition. Conclusions: These findings support the inclusion of enriched mnemonic strategies consisting of both visualization and narrative structure in sustained and comprehensive programs of CR for enhancement of verbal episodic memory in schizophrenia. (JINS, 2017, 23, 352–357)

Keywords

CognitionCognitive strategiesMental disordersRehabilitationEpisodic memoryClinical trial phase I
Type
Research Articles
Information
Journal of the International Neuropsychological Society , Volume 23 , Issue 4 , April 2017 , pp. 352 - 357
Copyright
Copyright © The International Neuropsychological Society 2017 

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