scholarly journals S80. CHILDHOOD TRAUMA AND SOCIAL COGNITION IN DELUSIONAL PSYCHOSES

2020 ◽  
Vol 46 (Supplement_1) ◽  
pp. S64-S65
Author(s):  
Covadonga Díaz-Caneja ◽  
Marcos González-Iglesias ◽  
Victoria Del Amo ◽  
Ignacio García-Cabeza ◽  
Celso Arango ◽  
...  
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Social Cognition ◽  
Childhood Trauma ◽  
Neuropsychological Functioning ◽  
Attributional Bias ◽  
Cohen’S D ◽  
Dsm Iv ◽  
The Difference ◽  
Cohen's D

Abstract Background Deficits in social cognition could be involved in the pathogenesis of delusions in psychotic disorders (Bentall et al., 2009). Childhood trauma (CT) has been associated with an increased risk for psychosis (Varese et al., 2012). Neurocognitive and social cognition deficits could mediate in the association between CT and psychosis (Mansueto et al., 2019). Social cognition and childhood trauma have been understudied so far in delusional disorder (DD). We aimed to assess social cognition in a sample of patients with delusional psychoses (i.e., DD and schizophrenia) and healthy controls (HC) and to explore the potential effect of childhood trauma on social cognition and delusion. Methods This cross-sectional, transdiagnostic study included 69 patients with a DSM-IV-TR-confirmed diagnosis of DD (mean age 44.06 ± 11.39 years, 53.6% female), 77 with DSM-IV-TR-confirmed schizophrenia (mean age 38.12 ± 9.27 years, 27.3% female), and 63 HC (mean age 43.6 ± 13.0 years, 68.3% female). Attributional bias was assessed with the “Internal, Personal, and Situational Attributions Questionnaire.” Theory of Mind (ToM) performance was assessed with the “Reading the Mind in the Eyes Test” and the “Faux Pas Recognition Test.” Childhood trauma was measured with the “Childhood Trauma Questionnaire.” Neuropsychological functioning was measured with a comprehensive battery assessing attention, verbal learning, working memory, and executive function. We used ANCOVAs and linear regression analyses to assess the association between the three measures of social cognition and i) diagnosis, ii) dimensional measures of delusion proneness (Peters Delusion Inventory, PDI) and intensity (Maudsley Assessment of Delusion Schedule, MADS), and iii) childhood trauma; after controlling for potential confounders (age, sex, socioeconomic status, and estimated premorbid intelligence quotient). Results Patients with DD showed significantly poorer performance on the “Eyes Test” than HC (Cohen’s d=-0.44, p=0.037), after controlling for potential confounding variables. The difference was no longer significant after controlling for verbal memory. Patients with schizophrenia (d=-1.54, p<0.001) and DD (Cohen’s d=-0.60, p=0.002) showed significantly poorer performance than HC on the “Faux Pas Test,” after controlling for potential confounders. The difference between patients with schizophrenia and HC remained significant after controlling for neuropsychological functioning (Cohen’s d=-1.09, p<0.001), while differences between patients with DD and HC were no longer significant after controlling for executive function and working memory performance (Cohen’s d=-0.23, p=0.596). No significant differences were found between diagnostic groups in externalizing or personalizing attributional bias. In the fully adjusted models, intensity of the delusional idea was significantly associated with performance in the “Faux Pas Test” in DD, and with externalizing and personalizing attributional bias in schizophrenia. A positive history of CT was significantly associated with lower performance on the “Faux Pas Test” (Cohen’s d=-0.40, p=.022) and higher delusional proneness scores in the delusional psychosis samples (Cohen’s d=-0.49, p=.006), but not in HC. Discussion Social cognition deficits are associated with delusional intensity in delusional psychoses. Childhood trauma could increase the risk of psychosis through its effect on social cognition.

scholarly journals PHYSICAL FRAILTY AND ITS ASSOCIATION WITH COGNITION: THE PREDICTIVE VALUE OF A SYNDROME BEYOND ITS COMPONENT PARTS

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S100-S101
Author(s):  
Nadia M Chu ◽  
Karen Bandeen-Roche ◽  
A Richey Sharrett ◽  
Michelle C Carlson ◽  
Qianli Xue ◽  
...  
Keyword(s):  
Executive Function ◽  
Cognitive Performance ◽  
Predictive Value ◽  
Cognitive Vulnerability ◽  
Strong Predictor ◽  
Word List ◽  
Cognitive Change ◽  
Community Dwelling ◽  
Cohen’S D ◽  
Cohen's D

Abstract The extent to which frailty (PFP) affects cognitive performance and change beyond that expected from its component parts is uncertain. Leveraging NHATS, a nationally-representative cohort of U.S. Medicare beneficiaries, we quantified associations between each PFP criterion and global and domain-specific cognitive level and change (memory: immediate/delayed word-list test, executive function: clock drawing test (CDT), orientation: date, time, president-vice-resident naming), using adjusted mixed effects models with random slopes (time) and intercepts (person). We tested whether presence of frailty was associated with excess cognitive vulnerability (synergistic/excess effects, Cohen’s d) above and beyond those found for its criteria by adding an interaction term between each PFP criterion and frailty. Among 7,439 community-dwelling older adults (mean age=75.2 years) followed for a weighted mean of 3.2 years (SE= 0.03), 14.1% were frail. The most prevalent PFP criteria were low activity (30.5%) and exhaustion (29.8%). Associations were strongest for executive function, where frailty added predictive value beyond its criteria (excess effects of cognitive vulnerability ranging from -0.38SD (SE-0.05) for slowness to -0.47SD (SE=0.06) for shrinking). Slowness was a strong predictor of cognitive change in both frail and non-frail participants, especially for executive function (frail: Cohen’s d per year=-0.16, SE= 0.02; non-frail: Cohen’s d per year=-0.15, SE= 0.02). PFP is an important measure of frailty that adds predictive value beyond its criteria, especially for cognitive levels. Additionally, gait speed remains an important predictor of change in executive function. These results suggest that frailty’s contribution to cognitive performance amounts to more than the sum of its component parts.

Childhood Trauma and Structural and Functional Brain Mechanisms Linked to Psychopathology

2017 ◽  
Vol 41 (S1) ◽  
pp. S28-S29
Author(s):  
M. Aas
Keyword(s):  
Childhood Trauma ◽  
Occipital Cortex ◽  
Structural Mri ◽  
Negativity Bias ◽  
Angular Gyrus ◽  
Middle Temporal Gyrus ◽  
Childhood Trauma Questionnaire ◽  
Cohen’S D ◽  
Brain Responses ◽  
Cohen's D

BackgroundChildhood trauma increases the risk of a range of mental disorders including psychosis. Whereas the mechanisms are unclear, previous evidence has implicated atypical processing of emotions among the core cognitive models, in particular suggesting altered attentional allocation towards negative stimuli and an increased negativity bias. Here we tested if childhood trauma was associated with differentiation in brain responses to negative and positive stimuli. We also tested if trauma was associated with emotional ratings of negative and positive faces.MethodsWe included 101 patients with a DSM schizophrenia spectrum or bipolar spectrum diagnosis. History of childhood trauma was obtained using the Childhood Trauma Questionnaire (CTQ). Brain activation was measured with functional MRI during presentation of faces with negative or positive emotional expressions. After the scanner session, patients performed emotional ratings of the same faces. Structural MRI was also measured.ResultsHigher levels of childhood trauma were associated with stronger differentiation in brain responses to negative compared to positive faces in clusters comprising the right angular gyrus, supramarginal gyrus, middle temporal gyrus, and the lateral occipital cortex (Cohen's d = 0.72-0.77). In patients with schizophrenia, childhood trauma was associated with reporting negative faces as more negative, and positive faces as less positive (Cohen's d > 0.8).ConclusionsAlong with the observed negativity bias in the assessment of emotional valence of faces, our data suggest stronger differentiation in brain responses between negative and positive faces in patients with childhood trauma.Disclosure of interestThe author has not supplied his declaration of competing interest.

scholarly journals Evidence for an Interaction Between NEDD4 and Childhood Trauma on Clinical Characters of Schizophrenia With Family History of Psychosis

2021 ◽  
Vol 12 ◽  
Author(s):  
Xiao-Jiao Bi ◽  
Lei Hu ◽  
Dong-Dong Qiao ◽  
Chao Han ◽  
Meng-Meng Sun ◽  
...  
Keyword(s):  
Working Memory ◽  
Social Cognition ◽  
Family History ◽  
Learning And Memory ◽  
Childhood Trauma ◽  
Visual Learning ◽  
Environment Interaction ◽  
Memory Score ◽  
History Of ◽  
Physical Neglect

Background: Neural precursor cell-expressed developmentally downregulated 4 (NEDD4) polymorphisms and childhood trauma (CT) are associated with schizophrenia. However, whether NEDD4 interacts with CT on symptoms of schizophrenia remains unknown. This study aimed to investigate the gene–environment interaction effect.Methods: We recruited 289 schizophrenia patients and 487 controls and genotyped rs2303579, rs3088077, rs7162435, rs11550869, and rs62043855 in their NEDD4 gene.Results: We found significant differences in the rs2303579 and rs3088077 between the two groups. Patients with the rs2303579 CC genotype had higher scores compared with other genotype (P = 0.026) in the test of positive schizophrenia syndrome scores, whereas patients with the rs3088077 TT (P = 0.037) and rs7162435 CC genotypes (P = 0.009) had higher scores compared with the other genotypes in the test of excitement factor. Patients with a family history of psychosis (FH+) reported higher negative scores (P = 0.012) than those without. Patients exposed to physical abuse (PA) reported a lower language learning and memory score (P = 0.017) and working memory score (P = 0.047) than those not. Patients exposed to sexual abuse (SA) reported a lower reasoning and problem-solving skills score (P = 0.025); those exposed to emotional neglect (EN) reported a lower social cognition score (P = 0.044); and those exposed to physical neglect reported a lower social cognition score (P = 0.036) but higher visual learning and memory score (P = 0.032). Rs3088077 could interact with EN to increase risk for schizophrenia. Optimal model rs62043855 × EA, rs3088077 × rs7162435 × rs11550869 × SA × EN and rs2303579 × rs7162435 × rs11550869 × rs62043855 × EA × PA could explain positive symptom, excitement symptom and working memory, respectively, in FH+ group.Conclusion: The study highlighted that the combined interaction of NEDD4 and CT may be associated with symptoms of schizophrenia especially for those with FH+.

scholarly journals A Short Course Computer-Based Cognitive Remediation in Patients With Schizophrenia Spectrum Disorders: A Randomized Clinical Trial

2021 ◽  
Author(s):  
Azadeh Sedighnia ◽  
◽  
Samira Hatami ◽  
Mirsepassi Zahra ◽  
Mehdi Tehranidoost ◽  
...  
Keyword(s):  
Executive Function ◽  
Cognitive Performance ◽  
Cognitive Remediation ◽  
Schizophrenia Spectrum Disorders ◽  
Cohen’S D ◽  
Schizophrenia Spectrum ◽  
Short Course ◽  
Computer Based ◽  
Spectrum Disorders ◽  
Cohen's D

Introduction: Cognitive remediation is used to improve cognitive functioning in patients with schizophrenia. Most of the previous studies had incorporated a long duration of a rehabilitation program. This study aims to evaluate the effect of a short course and easy to implement computer-based cognitive remediation on the cognitive performance in patients with schizophrenia spectrum disorders using a randomized controlled trial design. Method: Sixty-two patients with schizophrenia spectrum disorders were enrolled in Roozbeh Hospital (Tehran, Iran) and were randomized to either receive a cognitive remediation program added to the standard pharmacological treatment (n=31) or the standard treatment alone (n=31). The remediation consisted of ten sessions of the cognitive training provided 2-3 times a week by applying the Cogpack software. The cognitive performance was assessed in attention, memory and executive function before and after the interventions by using the respective tests of the Cambridge Neuropsychological Test Automated Battery (CANTAB). Results: This study did not demonstrate any significant improvement in attention and executive function in the experimental vs control group. Nonetheless, we observed modest improvements in some aspects of visual memory (first trial memory score, F=9.152, P< 0.001, Cohen’s d=0.40; Mean errors to success, F= 6.991, P= 0.011, Cohen’s d=0.14; stages completed on first trial, F= 7.155, P= 0. 010, Cohen’s d=0.71; Total errors, F= 5.730, P= 0.020, Cohen’s d=0.53). Conclusion: We observed only modest improvements in the patients' cognitive functioning after a short-course of cognitive remediation. The short duration of the training and lack of a comprehensive rehabilitation plan may explain the findings.

scholarly journals Executive Function Variation in Children With Conduct Problems: Influences of Coexisting Reading Difficulties

2017 ◽  
Vol 51 (2) ◽  
pp. 168-180 ◽  
Author(s):  
Angeliki Kallitsoglou
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Conduct Problems ◽  
Response Inhibition ◽  
Verbal Working Memory ◽  
Intellectual Ability ◽  
Sentence Completion ◽  
Poor Reading ◽  
Significant Group ◽  
The Difference

It is unknown whether children with conduct problems (CP) and poor reading (PR) skills exhibit more profound executive function impairments than children with CP only and whether such impairments are explained by coexisting PR. Executive functions were compared in four groups of 7- to 8-year-old children: 26 CP only, 35 PR only, 27 CP-PR, and 31 comparison (COM) children with neither CP nor PR. The Conners’ Teacher Rating Scale–28 and a sentence completion reading test were used to assess CP and PR skills. The Wechsler Intelligence Scale for Children–Third Edition Backward Digit Span, the Conners’ Continuous Performance Test, and the Tower of London were used to assess three aspects of executive function: verbal working memory, response inhibition, and planning, respectively. The CP-PR group had lower verbal working memory than the CP-only and COM groups, but the difference was not significant after intellectual ability, inattention, and hyperactivity were controlled. The CP-PR group made more errors in the planning task (rule violations) than the COM and CP-only groups, but the difference was not significant after intellectual ability was controlled. No significant group differences were found in response inhibition. A specific PR group effect was found for verbal working memory. Children with CP-PR have more prominent executive function impairments that cannot be attributed to coexisting PR.

The Difference Between Hake’s Normalized Gain g and Effect Size Cohen’s d for Measuring the Improvement of Students’ Scientific Literacy

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Student Learning ◽  
Effect Size ◽  
Scientific Literacy ◽  
Cohen’S D ◽  
The Difference ◽  
Cohen's D ◽  
Normalized Gain

This work investigate the implications on claims about student learning that result from choosing between one of two metrics: Hake’s normalized gain g and effect size Cohen’s d, that is based exclusively on the preexist data about scientific literacy on physics and biology across Indonesia.

The Difference Between Normalized Gain g and Effect Size Cohen’s d for Measuring the Improvement of Student’s Scientific Literacy

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Education Research ◽  
Student Learning ◽  
Effect Size ◽  
Physics Education ◽  
Scientific Literacy ◽  
Biology Education ◽  
Cohen’S D ◽  
The Difference ◽  
Cohen's D ◽  
Normalized Gain

As an undergraduate from Physics Education, I began teaching of Biology at the secondary school on 22 July 2018 until 30 June 2019 when I acceded to come back at primary school, both Islamic Madrasah. Teaching at the Islamic Madrasah is a hassle because I should consider my perspective on Islam in teaching. However, teaching at the Islamic Madrasah is not and should not be considered a burden or chore that just needs to be done. It is a crucial part of moslem scholar, as we all want to do scientifically sound research and we should all strive to be effective teachers. Through teaching, we are responsible for the education of the next generation of islamic peoples, who will use their own unique ideas and skill sets to advance their society. Teaching, in general, should not be seen as a hassle in scholar, but rather as a skill to be developed and a responsibility to be taken seriously. Teaching does not have to decrease research productivity, it can greatly enhance research if we allow it to. One of my evidence about this statement is my experience and work. After a year devoted to spruce up the teaching of Biology, I produced a series of work on scientific literacy related Biology, that continues my undergraduate thesis, which was related Physics. In these works, I wrote about my experiences teaching Biology in Islamic Madrasah. Then, I became think to reconsider my method on measuring student learning. Measuring student learning is a complicated but necessary task for understanding the student’s improvement and effectiveness of instruction. I have curious about the the difference between normalized gain g and effect size Cohen’s d for measuring the improvement of student’s scientific literacy. I used normalized gain g in my undergraduate thesis nor my first work on Biology Education, then used effect size Cohen’s d on my latest work on scientific literacy in teaching of Biology. I see need reasons for using one or both of them, to be explained in any writings on educational research. So, in this work I investigate about my curiousity. My investigation focused on the implications on claims about student learning that result from choosing between one of two metrics. The metrics are normalized gain g, which is the most common method used in Physics Education Research (PER), and effect size Cohen’s d, which is broadly used in Discipline-Based Education Research (DBER) including Biology Education Research (BER). Data for the analyses came from the research about scientific literacy on Physics and Biology Education from courses at institutions across Indonesia. The results showed that the two metrics lead to different inferences about student learning. First, normalized gain g being biased in favor of populations with higher pretest means. Second, effect size Cohen’s d may mitigate the limitations of these metric for measuring the learning of high or low pretest populations of students by accounting for the distribution of tests scores. Third, by comparing the two metrics across all data, effect size Cohen’s d is larger than normalized gain g in these cases for the same size change in the means. This work reveals that the bias in normalized gaing can harm efforts to improve student’s scientific literacy by misrepresenting the efficacy of teaching practices across populations of students and across institutions. This work, also, recommends use effect size Cohen’s d for measuring student learning, based on reliability statistical method for calculating student learning. In addition, using effect size Cohen’s d would allow scholars to use their work in subsequent studies and meta-analyses, align with the practices of the larger education research community, nor facilitating more cross-disciplinary conversations and collaborations as well.

The Difference Between Hake’s Normalized Gain g and Effect Size Cohen’s d for Measuring the Improvement of Student’s Scientific Literacy

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Student Learning ◽  
Effect Size ◽  
Scientific Literacy ◽  
Cohen’S D ◽  
The Difference ◽  
Cohen's D ◽  
Normalized Gain

This work investigate the implications on claims about student learning that result from choosing between one of two metrics: Hake’s normalized gain g and effect size Cohen’s d, that is based exclusively on the preexist data about scientific literacy on physics and biology across Indonesia.

scholarly journals Neurocognitive Function in Persons with HIV and Healthy Controls from Tijuana, a Border Region in Mexico

2019 ◽  
Vol 34 (7) ◽  
pp. 1253-1253
Author(s):  
M L Garcia Gomar ◽  
A J Negrete Cortes ◽  
R Chavez Mendez ◽  
N Castillo Martinez ◽  
A Morlett Paredes ◽  
...  
Keyword(s):  
Executive Function ◽  
Processing Speed ◽  
Verbal Fluency ◽  
Neurocognitive Function ◽  
Mexican Population ◽  
Medium Effect ◽  
Healthy Controls ◽  
Cohen’S D ◽  
Global Cognition ◽  
Cohen's D

Abstract Objective To examine neurocognitive impairment (NCI) in vulnerable HIV infected (HIV+) adults in Mexico. Participants and Method Twenty-eight adults (15 HIV+ and 13 HIV-) living in Tijuana (Mexico) participated in the study (Age: M = 40.5, SD = 11.1; 54% female; Education: M = 8.6, SD = 4.7). Participants with HIV were recruited from the board-and-care home “Las Memorias” (100% AIDS; 93% on ART; Years since HIV diagnosis: Median = 11, IQR = 5,16). Healthy controls, matched in age and education to HIV+ participants, were recruited from the same city. Participants completed a neuropsychological test battery which was comprised of the Modified Wisconsin Card Sorting Test, letter and animal fluency, Trail Making Test Parts A and B, Stroop Color-Word Test, and Symbol-Digit Test. Raw scores garnered from these tests were transformed to percentiles using norms for a Mexican population, and averaged to calculate scores on global cognition and on three cognitive domains (verbal fluency, processing speed and executive function). Wilcoxon rank sum tests were conducted to investigate group differences. NCI was defined as global percentile scores &lt; 16. Results HIV+ participants showed significantly lower scores in global cognition (p = .04, Cohen’s d = 0.86), as well as the domains of processing speed (p = .03, Cohen’s d = 0.87) and executive function (p = .04, Cohen’s d = 0.84), with no significant differences (but medium effect sizes) on verbal fluency (p = .10, Cohen’s d = 0.60). NCI was evident in 53% of HIV+ persons and 15% of healthy controls. Conclusions Approximately half of the persons living with HIV showed notable NCI, which is consistent with findings of prior studies of Latinos in the US with HIV. This pattern of neurocognitive function was also similar to those of prior studies in HIV. Future studies might examine key predictors of HIV-associated NCI in this vulnerable Mexican population, including biological and culturally relevant factors: such as deportation, and discrimination for sexual preference or HIV status.

scholarly journals DOES CHANGE IN COGSTATE MONTHLY COGNITIVE MONITORING OF OLDER ADULTS TRACK WITH 2-YEAR CHANGE IN GLOBAL COGNITION?

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S649-S649
Author(s):  
Taylor J Atkinson ◽  
Ross Andel
Keyword(s):  
Working Memory ◽  
Memory Task ◽  
Cognitive Status ◽  
Cognitive Testing ◽  
Difference Score ◽  
Practice Effects ◽  
Repeated Testing ◽  
Cohen’S D ◽  
Global Cognition ◽  
Cohen's D

Abstract CogState is a repeatable, accessible online cognitive testing suite with evidence of low practice effects that could be used as a monitoring tool to detect cognitive decline early. We compared participants’ change in CogState to change in the Telephone Interview for Cognitive Status (TICS). Participants (N = 41, age M = 75.5, 66% female) completed monthly CogState and two TICS assessments over two years. Reaction time on a psychomotor speed task, attention task, and working memory task, and accuracy on a memory task were assessed. A TICS difference score was calculated to measure change. Standardized scores were used. Covariates were age, sex, and education. Paired t-tests indicated that participants performed worse on the TICS the second time, p = .02, Cohen’s d = 0.39, but better on their last working memory task, p = .007, Cohen’s d = 0.45, and their last memory task, p = .001, Cohen’s d = 0.56. Growth curve models indicated CogState memory and working memory scores improved over time, ps &lt; .05, by 0.17 SD accuracy units and 0.16 SD speed units, respectively. There were no significant TICS difference score by time interactions, indicating that changes in CogState were not related to change in TICS. CogState monthly repeat assessment did not track with change in the TICS, indicating that participants may become more proficient in task performance with repeated testing even while global cognition worsens. Despite prior evidence of low practice effects, less frequent assessment may still be warranted to avoid losing sensitivity to change.

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