title: Effect of explicit instruction on Japanese Verbal Learning Test in schizophrenia patients.
abstract: 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.
authors.affiliation: Department of Psychiatry, Graduate School of Medicine, Hokkaido University, Sapporo, Japan. hashinao@vega.ocn.ne.jp
authors.forename: Naoki
authors.initials: N
authors.lastname: Hashimoto
authors.forename: Mie
authors.initials: M
authors.lastname: Matsui
authors.forename: Ichiro
authors.initials: I
authors.lastname: Kusumi
authors.forename: Atsuhito
authors.initials: A
authors.lastname: Toyomaki
authors.forename: Koki
authors.initials: K
authors.lastname: Ito
authors.forename: Yuki
authors.initials: Y
authors.lastname: Kako
authors.forename: Tsukasa
authors.initials: T
authors.lastname: Koyama
mesh_terms: 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