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Results for “Cognitive Remediation”

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At least 19 recordsLinked to original sources
PubMed2026

Effect of cognitive enhancement therapy for early course schizophrenia on gray matter volume: A confirmatory multisite randomized clinical trial.

BACKGROUND: Cognitive Enhancement Therapy (CET) is an evidence-based cognitive remediation intervention for early course schizophrenia with established benefits for cognition. CET may protect against broad temporolimbic gray matter volume loss associated with cognitive improvement, but this finding has yet to be replicated. This research reexamined if CET protects against temporolimbic gray matter volume loss in an independent and larger multisite early course sample, and if this neuroprotective effect predicts cognitive and social adjustment improvement. METHODS: Ninety-nine participants with early course schizophrenia completed MRI, cognitive, and social adjustment assessments at baseline, 9 (mid-treatment), and 18 (end of treatment) months. Linear mixed-effects models examined the differential impact of CET (n = 56) compared to Enriched Supportive Therapy (n = 43) on temporolimbic gray matter volume in regions-of-interest (ROIs) that previously demonstrated CET-related neuroprotection (primary ROIs), as well as frontotemporal ROIs outlined in the first trial (secondary ROIs). RESULTS: The right rostral anterior cingulate was the only primary ROI to demonstrate a significant group × time interaction, but was unrelated to cognitive and social adjustment change. No secondary ROIs exhibited a differential treatment effect. CONCLUSION: This confirmatory trial did not recapitulate the observed broad pattern of CET-related temporolimbic gray matter volume neuroprotection. Consistent with the larger literature demonstrating limited evidence of cognitive remediation effects on the brain in schizophrenia, these findings underscore the need for continued investigation of CET-related changes with other neuroimaging modalities, especially given its established cognitive benefits. Such information is critical for cognitive remediation optimization based on validated therapeutic mechanisms.

Humans↗
PubMed2026

Sustained cognitive and functional effects of pro-cognitive interventions for bipolar disorder: A systematic review of randomised controlled trials.

A substantial proportion of individuals with bipolar disorder (BD) experience considerable cognitive deficits. Existing systematic reviews have evaluated the efficacy of pro-cognitive interventions in BD, but have not established whether any cognitive benefits translate into functional improvements, with evidence for sustained functional effects remaining limited. A systematic search was conducted on MEDLINE, EMBASE, PsycINFO and Cochrane Library from inception until 21 May 2026. Eligible studies were randomised controlled trials (RCTs) in BD reporting cognitive or functional outcomes at three or more months following a pro-cognitive intervention, or examining the translation of cognitive benefits into improvements in functional outcomes at any timepoint. Seven unique RCTs plus three secondary analyses of these trials (n = 615) met the inclusion criteria. Approximately 13% (7/55) of RCTs identified in the search of pro-cognitive interventions in adult BD assessed cognitive or functional outcomes at least 3 months after treatment end. Of the seven unique RCTs, most evaluated cognitive remediation (CR; k = 4). The average follow-up length was 4 months (range: 3-6 months). Three of the four RCTs examining CR reported cognitive benefits at 3 to 6 months, whereas only one CR RCT found consistent functional effects at 3 months. Evidence on the translation of cognitive benefits to functional improvements is scarce and inconsistent. Most trials examining pro-cognitive interventions do not examine whether potential benefits are sustained or whether they translate into improvements in real-world functioning. CR appears to be a promising intervention for achieving durable cognitive gains in BD, although evidence for sustained effects of other interventions is limited.

Humans↗
PubMed2026

Subacute and long-term changes in cognitive functioning after administration of classic psychedelics, MDMA and ketamine: A systematic review of clinical and preclinical evidence.

Psychedelic agents induce a window of heightened neuroplasticity that extends beyond acute intoxication, during which neural circuits are more amenable to change. This period may facilitate changes in cognition relevant to the treatment of psychiatric disorders. This systematic review synthesised clinical and preclinical evidence of subacute and long-term (≥1 day) effects of classic and non-classic psychedelics on cognition. MEDLINE, EMBASE, APA PsycInfo and Web of Science were searched to identify human and animal studies investigating psychedelics and cognition (executive function, attention, decision-making). Sixty-seven (47 clinical, 20 preclinical) articles met inclusion criteria. Psilocybin demonstrated the most consistent evidence of subacute and longer-term cognitive improvement, particularly in cognitive flexibility and attention. Ketamine showed enhancement across cognitive domains, although findings were heterogeneous. LSD and DMT showed no consistent subacute changes, while MDMA was associated with transient cognitive impairments that resolved within days. Risk of bias assessments revealed selective outcome reporting, poor reporting of missing data and inadequate methodological detail, limiting the confidence of findings. Current evidence provides preliminary support for subacute changes in cognition following administration of select psychedelic agents. Cognitive improvements were more frequently seen in psychiatric populations than healthy subjects, which may reflect a remediation of existing cognitive deficit rather than enhancement above normal functioning. Adequately powered, controlled studies with standardised reporting of cognitive outcomes are required to determine the magnitude, durability and clinical relevance of psychedelic-associated cognitive change.

Hallucinogens↗
PubMed1975

Relationships among perceptual-motor, self-concept, and academic measures for children in kindergarten, grades one and two.

Most studies reporting correlations of psychomotor and cognitive measures deal with perceptual-training programs for the remediation of academic deficiencies. This study provided additional information about the relationships of perceptual-motor ability and academic achievement for children in kindergarten through the second grade, and included self-concept. A small positive relationship between perceptual-motor ability and academic ability was observed for all three grade levels. There was little indication of any significant relationship between self-concept and academic ability, which provides no basis for the hypothesis proposing self-concept as an intervening variable in the relationship between the perceptual-motor and academic areas, at least for such young subjects.

Achievement↗
PubMed1977

The development of a rating scale for the prediction of success in weight reduction.

A valid and reliable rating instrument was developed that has predictive value with regard to the ability to lose weight. The major constructs that the test was intended to measure were knowledge of the pragmatics of weight reduction and obesity and the role of fantasy in weight loss. Test items were drawn from research findings in the obesity literature and from subject matter experts in the fields of nutrition, internal medicine and clinical psychology. Test-retest reliability coefficients for the new instrument range from .64 to .95. Construct validity was ascertained through administration of the scale to groups of high school students (N=20), college nutrition students (N=30) and successful and unsuccessful dieters (Ns=28 and 20, respectively). It appears that the scale, The Dash-Brown Survey of Fact and Fiction in Weight Reduction (DBS), may be employed usefully to assess the remediability of obesity for potential dieters. The data further suggest that cognitive awareness of diet-related issues is significant in weight reduction.

Attitude↗
PubMed1979

A behaviorally-oriented activities therapy for program for adolescents.

A behaviorally-oriented activities therapy program was designed and implemented with adolescents who manifested problems in school, at home, and with peers. Baseline measures for target behaviors were taken within the activities therapy program and, after a behavioral analysis, specific techniques were chosen to remediate problems. Techniques employed included: contingency contracting, assertiveness training, relaxation training, and cognitive restructuring. Evaluation of the effectiveness of each program was performed through daily measurement of the frequency of the occurrence of the target behaviors. Three case studies are presented which are illustrative of the range of programs which can be successfully implemented with this population.

Acting Out↗
PubMed1978

Sentence structures of trainable and educable mentally retarded subjects.

Educable and trainable mentally retarded children were administered a story completion task that elicits 14 grammatical structures. There were more correct responses from educable than from trainable mentally retarded children. Both groups found imperatives easiest, and future, embedded, and double-adjectival structures most difficult. The children classed as educable produced more correct responses than those termed trainable for declarative, question, and single-adjectival structures. The cognitive and linguistic processing of both groups is discussed as are the implications for language remediation.

Child↗
PubMed1979

Alexithymia and psychotherapy.

Alexithymia represents a disturbance in affective and cognitive function which overlaps diagnostic categories. Emotions are not differential, and are poor verbalized. Imagination related to drive fulfillment is limited. These and other problems seriously interfere with the patients' capacity to benefit from dynamic, uncovering or "anxiety-producing" psychotherapy. In order to consider possible remediation of the problem, we must explore the nature and causes of this disturbance.

Adult↗
PubMed1975

Cognitive processing and linguistic reference in autistic children.

Mutism or echolalia and failure to analyze sentences for their deep structures are characteristics of the language behavior of autistic children. The experimental literature indicates that cognitive processes which underlie the construction of a lexicon or the learning of ordering rules may be disturbed in these children. The inability to coordinate visual and aural stimulation inhibits lexical development, while difficulties in sequencing and use of inappropriate sequencing codes inhibits the growth of a productive grammar. It is suggested that remedial programs which include training in these processes may prove beneficial, and that substitute modes of information processing which the autistic child uses may be exploited to teach language forms.

Association Learning↗
PubMedDate not supplied

Frontal lobe system maturational lag in juvenile delinquents shown in narratives test.

The aim of the present study was to test the hypothesis that a brief clinical test of frontal lobe system (FLS) maturity levels, designated as Stages I, II, III, IV, can differentiate between three experimental groups (all of age 9-16): normal Ss, Ss with emotional problems, and juvenile delinquents. The stages represent 1) disjointedness of activities; 2) inability to switch the principle of action of an ongoing activity appropriately; 3) planning, and 4) ability to switch the principle of action of an ongoing activity and to re-program it appropriately in accordance with new circumstances. By means of a blindly performed brief form analysis of action patterns expressed through narratives, it was shown that 70% of the normal Ss attained stage IV, but only 47% of the delinquent Ss did so. These findings support the previously proposed new conceptual model about ethical action behavior in general (Pontius, 1972) and in particular with regard to a subgroup of juvenile delinquents who reveal signs of a neuro-physiological dysfunction, probably a maturational lag of the FLS. In the present sample, this appears to be especially revealed in the specific inability to switch in a flexible manner the principle or plan of action of an ongoing activity according to new circumstances, resorting to re-programming. Such specific inability calls for specific classification as such, thereby enabling the formulation of specific remedial efforts, which are discussed.

Adolescent↗
PubMed1977

Retraining in literal alexia: substitution of a right hemisphere perceptual strategy for impaired left hemispheric processing.

An adult patient with literal alexia, agraphia, slight anomia, and dyscalculia due to a left hemisphere infarct showed lack of sequential skills while pattern recognition remained intact. Some words were recognized as patterns, but could not be read phonetically. Therapy concentrated on forming an association of the visual pattern of the complete word with the retained auditory pattern. In this way the patient learned to read several hundred words and short phrases, even as anomia worsened. The patterns learned could not be generalized to noun declension or verb conjugation, or broken into smaller words. This learning process is characteristic of right hemispheric skills which were utilized as left hemispheric functions deteriorated.

Agraphia↗
PubMed1976

Special-class EMR children mainstreamed: a study of an aptitude (learning potential) X treatment interaction.

Academic, personal, and social growth were compared for special-class EMR children who were assigned randomly to regular grades or retained in special classes at three time intervals: prior to the assignment, 2 month after assignment, and at the conclusion of the school year. There were no significant differences between the two groups prior to or 2 months after reintegration. After one school year, the reintegrated children were more internally controlled, had more positive attitudes toward school, and were more reflective in their behavior. The hypothesis that the more able students by the learning potential criterion would benefit more from regular than special-class placement was supported. These students expressed more positive feelings toward themselves as students, felt others perceived them as more competent, and behaved more reflectively when they were integrated than when assigned to special class. The high-able (learning potential) students performed more competently academically than the low-able (learning potential) students, regardless of placement.

Achievement↗
PubMed1978

Effects of sensory-motor training on the language development of retarded preschoolers.

Previous research indicates that perceptual-motor training positively influences the development of language in retarded children. In this year-long study, 30 retarded children attending a preschool training center were divided into three equal groups given perceptual-motor training, movement training, or no systematic training. No significant differences were found among the groups on language measures, suggesting that the total remedial environment may be an important factor in the effectiveness of perceptual-motor and of movement training programs.

Child, Preschool↗
PubMed1975

Symposium on The Ego and the Id after fifty years. The past and future of ego psychology.

Having six roots in ordinary observation and introspection, ego psychology has a long pre-Freudian history, which influenced Freud's first usages of Ich. His works before 1923 contain much that is substantively ego psychology; The Ego and the Id was not a paradigm change but a consolidation of pre-existing ideas. The structural theory replaced a model (topographic) which Freud actually used very little, especially clinically, and he failed to remedy its gravest methodological faults. The ego-id model is an integral part of metapsychology, and will pass out of use as the latter dies, with no detriment to clinical psychoanalysis.

Cognition↗
PubMed1977

A special tutorial for minority medical students: an account of a year's experience.

A small number of minority medical students were referred for a year-long tutorial to improve their problem-solving skills and to assist them in retaking failed basic science courses. Both the operation of the tutorial and attemtps to reconstruct what had gone wrong the previous year brought attention to the crucial importance of affective factors in the students' learning efforts. It proved to be possible to elucidate some of the dynamics whereby affective reactions apparently enter into instructor-student interactions and are significantly involved in the process of adjusting to medical school. Following the tutorial, which dealt with issues of trust and self-esteem as well as with cognitive problems, the students all had a successful year and were able to rejoin the main stream of students entering clinical training. It was concluded that cognitive problems of medical students experiencing academic difficulty may not be resolvable without dealing with affective considerations. Recommendations are given for dealing with affective issues.

Adult↗
PubMed1975

Congenital ophthalmoplegia and school achievement: a case study.

A 6 1/2-year-old boy with Moebius' syndrome, with severely restricted horizontal eye movements, was found to have the visuo-motor integration of a child of three years (IQ equivalent 41) and the perceptual development of a child of four years 10 months (perceptual quotient 68). Cognitive assessment revealed functioning in the low dull-normal range of ability (IQ equivalent 83). Achievement in arithmetic and reading was found to be at late kindergarten and early first-grade levels respectively (IQ equivalents 83 and 92). Thus the boy's achievement was in line with his cognitive ability and greater than 1 S.D. above his visual-perception and visuo-motor development. The results of this study replicate the findings of Kalverboer et al. (1970) on a 12-year-old boy with Moebius' syndrome and add to a growing body of evidence which does not support the current emphasis on visuo-motor development and training in the diagnosis and remediation of learning difficulties.

Achievement↗
PubMed1975

The development of cognitive knowledge in clinical clerkships.

As part of an attempt to match the seminar program in pediatrics to the increased level of sophistication that students during the latter half of their core clerkship year would possess compared with students who enter pediatrics early in the year, the faculty of the Department of Pediatrics at The University of Texas Medical Branch in Galveston developed a typical final examination (a 100-item, multiple-choice test) and administered it as a pretest to each section of the junior class as it entered pediatrics. Analysis of the data indicated the following. A substantial portion of the cognitive information required for success in the clinical years was acquired prior to entry to the clerkship; scores of students entering their last clerkship were almost the same in the pretest in pediatrics as were those of students who took the pretest 10 monts earlier; posttest scores were substantially higher than pretest scores for all groups of students. The paper includes some discussion of the reasons for the findings and a description of the steps being taken to remedy deficiencies in the educational and evaluation program revealed by the study.

Curriculum↗