TY - JOUR
T1 - The relationship of verbal learning and verbal fluency with written story production
T2 - Implications for social functioning in first episode psychosis
AU - Stain, Helen J.
AU - Hodne, Sigrun
AU - Joa, Inge
AU - Hegelstad, Wenche ten Velden
AU - Douglas, Katie M.
AU - Langveld, Johannes
AU - Gisselgard, Jens P.
AU - Johannesen, Jan Olav
AU - Larsen, Tor K.
PY - 2012/7
Y1 - 2012/7
N2 - Background: Impairments in speech, communication and Theory of Mind are common in schizophrenia, and compromise social functioning. Some of these impairments may already be present pre-morbidly. This study aimed to investigate verbal functions in relation to written story production and social functioning in people experiencing a first episode of psychosis (FEP). Method: Two groups of participants: FEP (N = 31) and healthy controls (HC, N = 31),
completed measures of clinical status, social functioning, a series of neuropsychological tests targeting verbal functioning, and the “Frog Where Are You?” story production task. Results: Story results showed reduced efficiency (words per minute) and self-monitoring (corrections per minute) for FEP compared with HC groups (p < 0.01). The FEP group performed significantly poorer than the HC group on most indices of verbal learning and verbal fluency.
Story production was positively associated with verbal learning and verbal fluency for the FEP group only (p < 0.05). Premorbid function decline was associated with impaired verbal learning and memory for the FEP group. Conclusion: Individuals with FEP show a childhood history of reduced social and academic performance that is associated with skills essential for daily social
interactions, as evidenced by the findings for story production, verbal
learning and verbal fluency.
AB - Background: Impairments in speech, communication and Theory of Mind are common in schizophrenia, and compromise social functioning. Some of these impairments may already be present pre-morbidly. This study aimed to investigate verbal functions in relation to written story production and social functioning in people experiencing a first episode of psychosis (FEP). Method: Two groups of participants: FEP (N = 31) and healthy controls (HC, N = 31),
completed measures of clinical status, social functioning, a series of neuropsychological tests targeting verbal functioning, and the “Frog Where Are You?” story production task. Results: Story results showed reduced efficiency (words per minute) and self-monitoring (corrections per minute) for FEP compared with HC groups (p < 0.01). The FEP group performed significantly poorer than the HC group on most indices of verbal learning and verbal fluency.
Story production was positively associated with verbal learning and verbal fluency for the FEP group only (p < 0.05). Premorbid function decline was associated with impaired verbal learning and memory for the FEP group. Conclusion: Individuals with FEP show a childhood history of reduced social and academic performance that is associated with skills essential for daily social
interactions, as evidenced by the findings for story production, verbal
learning and verbal fluency.
KW - First-episode psychosis
KW - Social functioning
KW - Story production
KW - Verbal memory
UR - http://www.scopus.com/inward/record.url?scp=84862142474&partnerID=8YFLogxK
U2 - 10.1016/j.schres.2012.04.002
DO - 10.1016/j.schres.2012.04.002
M3 - Article
C2 - 22551682
AN - SCOPUS:84862142474
SN - 0920-9964
VL - 138
SP - 212
EP - 217
JO - Schizophrenia Research
JF - Schizophrenia Research
IS - 2-3
ER -