A growing literature indicates that learning potential (LP) measures, which examine performance changes following training on a task, may be important for understanding the role of cognition in functional outcome amon...A growing literature indicates that learning potential (LP) measures, which examine performance changes following training on a task, may be important for understanding the role of cognition in functional outcome among people with schizophrenia and other serious mental illnesses. Because much of what is known about LP in this population has been demonstrated using the Wisconsin Card Sorting Test, the present study sought to extend this work by administering the Rey Osterrieth Complex Figure Test (ROCFT) in an LP format. 81 adults with schizophrenia or schizoaffective disorder were tested on the ROCFT using a test-train-test LP protocol. Results indicated significant performance improvements following training on the ROCFT. Further, the LP protocol differentiated subgroups of learners, non-learners, and high scorers, consistent with other LP work. These findings support the feasibility of adapting existing neurocognitive measures to examine learning potential. Further development of the LP literature is needed in order to examine the extent to which LP is test-dependent or is a more generalized construct.展开更多
文摘A growing literature indicates that learning potential (LP) measures, which examine performance changes following training on a task, may be important for understanding the role of cognition in functional outcome among people with schizophrenia and other serious mental illnesses. Because much of what is known about LP in this population has been demonstrated using the Wisconsin Card Sorting Test, the present study sought to extend this work by administering the Rey Osterrieth Complex Figure Test (ROCFT) in an LP format. 81 adults with schizophrenia or schizoaffective disorder were tested on the ROCFT using a test-train-test LP protocol. Results indicated significant performance improvements following training on the ROCFT. Further, the LP protocol differentiated subgroups of learners, non-learners, and high scorers, consistent with other LP work. These findings support the feasibility of adapting existing neurocognitive measures to examine learning potential. Further development of the LP literature is needed in order to examine the extent to which LP is test-dependent or is a more generalized construct.
