Effect of explicit instruction on Japanese Verbal Learning Test in schizophrenia patients.
After random assignment of 20 schizophrenia patients to either an explicit or normal instruction group, the Japanese Verbal Learning Test was administered to them. Results reveal that explicit instruction group patients demonstrated more improved memory performance using semantic clustering, suggesting that explicit and direct teaching facilitates patients' learning of information.
Hashimoto
Naoki
N
Department of Psychiatry, Graduate School of Medicine, Hokkaido University, Sapporo, Japan. hashinao@vega.ocn.ne.jp
Matsui
Mie
M
Kusumi
Ichiro
I
Toyomaki
Atsuhito
A
Ito
Koki
K
Kako
Yuki
Y
Koyama
Tsukasa
T
D000328:Adult; D000704:Analysis of Variance; D005260:Female; D006801:Humans; D007564:Japan; D008297:Male; D008569:Memory Disorders / Q000209:etiology / Q000628:therapy*; D009483:Neuropsychological Tests; D011446:Prospective Studies; D012559:Schizophrenia / Q000150:complications; D012565:Schizophrenic Psychology; D013663:Teaching / Q000379:methods*; D014706:Verbal Learning / Q000502:physiology*; D055815:Young Adult