Dissociable impairments of verbal learning differentiate childhood risk profiles for schizophrenia.

Autor:	Carpendale EJ; Queensland University of Technology (QUT), School of Psychology and Counselling, Brisbane, Queensland, Australia., Cullen AE; King's College London, Department of Psychosis Studies, Institute of Psychiatry, Psychology & Neuroscience, London, United Kingdom., Dickson H; King's College London, Department of Forensic and Neurodevelopmental Sciences, Institute of Psychiatry, Psychology & Neuroscience, London, United Kingdom., Laurens KR; Queensland University of Technology (QUT), School of Psychology and Counselling, Brisbane, Queensland, Australia.; King's College London, Department of Psychosis Studies, Institute of Psychiatry, Psychology & Neuroscience, London, United Kingdom.; University of New South Wales, School of Psychiatry, Sydney, New South Wales, Australia.
Jazyk:	angličtina
Zdroj:	Schizophrenia research. Cognition [Schizophr Res Cogn] 2022 Feb 09; Vol. 28, pp. 100239. Date of Electronic Publication: 2022 Feb 09 (Print Publication: 2022).
DOI:	10.1016/j.scog.2022.100239
Abstrakt:	Poor verbal learning and memory function is well-documented among individuals with schizophrenia and those at clinical high-risk for psychosis. This study aimed to identify these impairments among children aged 9-12 years with different schizophrenia risk profiles (family history or antecedents of schizophrenia, each of higher [H] or lower [L] risk load) relative to typically developing peers. These three groups were recruited via community-screening, and differentiated for analysis into: typically developing children (TD = 45); children who had 1 first- or ≥2 second-degree affected relatives (FHx H  = 16) or one second-degree relative (FHx L  = 15); and children presenting multiple replicated antecedents of schizophrenia whose clinical symptoms persisted at 2- and/or 4-year follow-up (ASz H  = 16) or remitted during follow-up (ASz L  = 16). Verbal learning/memory measures assessed at baseline (age 9-12 years) included: (i) total recall; (ii) trial 1 recall; (iii) learning score; (iv) intrusions; (v) total words lost; and (vi) serial position patterns. Analyses of variance indicated that FHx H and ASz H youth demonstrated impaired total recall compared to TD and ASz L children and lost significantly more words between trials than TD and FHx L children. Learning score was impaired among both FHx H and FHx L relative to TD and ASz L children. Thus, among putatively at-risk children, total words recalled and lost distinguished those with higher risk load (by family history or persistent antecedent symptomology), whereas learning score indexed familial vulnerability. Follow-up of the sample is needed to determine the capacity of verbal learning deficits to predict later illness and provide a potential avenue for early remediation to improve clinical or functional outcomes. Competing Interests: None. (© 2022 The Authors.)
Databáze:	MEDLINE
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