title: Role of learning potential in cognitive remediation: Construct and predictive validity.
abstract: BACKGROUND
  The construct, convergent, discriminant, and predictive validity of Learning Potential (LP) was evaluated in a trial of cognitive remediation for adults with schizophrenia-spectrum disorders. LP utilizes a dynamic assessment approach to prospectively estimate an individual's learning capacity if provided the opportunity for specific related learning.
  
  
  METHODS
  LP was assessed in 75 participants at study entry, of whom 41 completed an eight-week cognitive remediation (CR) intervention, and 22 received treatment-as-usual (TAU). LP was assessed in a "test-train-test" verbal learning paradigm. Incremental predictive validity was assessed as the degree to which LP predicted memory skill acquisition above and beyond prediction by static verbal learning ability.
  
  
  RESULTS
  Examination of construct validity confirmed that LP scores reflected use of trained semantic clustering strategy. LP scores correlated with executive functioning and education history, but not other demographics or symptom severity. Following the eight-week active phase, TAU evidenced little substantial change in skill acquisition outcomes, which related to static baseline verbal learning ability but not LP. For the CR group, LP significantly predicted skill acquisition in domains of verbal and visuospatial memory, but not auditory working memory. Furthermore, LP predicted skill acquisition incrementally beyond relevant background characteristics, symptoms, and neurocognitive abilities.
  
  
  CONCLUSIONS
  Results suggest that LP assessment can significantly improve prediction of specific skill acquisition with cognitive training, particularly for the domain assessed, and thereby may prove useful in individualization of treatment.
authors.affiliation: Yale University School of Medicine, Department of Psychiatry, 300 George St., Suite 901, New Haven, CT 06511, USA. Electronic address: charles.davidson@yale.edu.
authors.forename: Charlie A
authors.initials: CA
authors.lastname: Davidson
authors.affiliation: Yale University School of Medicine, Department of Psychiatry, 300 George St., Suite 901, New Haven, CT 06511, USA; VA Connecticut Healthcare System, Psychology Service 116B, 950 Campbell Ave, West Haven, CT 06516, USA. Electronic address: jason.johannesen@yale.edu.
authors.forename: Jason K
authors.initials: JK
authors.lastname: Johannesen
authors.affiliation: Yale University School of Medicine, Department of Psychiatry, 300 George St., Suite 901, New Haven, CT 06511, USA; VA Connecticut Healthcare System, Psychology Service 116B, 950 Campbell Ave, West Haven, CT 06516, USA. Electronic address: joanna.fiszdon@yale.edu.
authors.forename: Joanna M
authors.initials: JM
authors.lastname: Fiszdon
mesh_terms: D000293:Adolescent; D000328:Adult; D000368:Aged; D001288:Attention / Q000502:physiology; D003072:Cognition Disorders / Q000209:etiology; D000072466:Cognitive Remediation / Q000379:methods*; D056344:Executive Function; D005260:Female; D006787:Hospitals, Veterans; D006801:Humans; D008297:Male; D008568:Memory / Q000502:physiology; D008875:Middle Aged; D009483:Neuropsychological Tests; D011569:Psychiatric Status Rating Scales; D015203:Reproducibility of Results; D012559:Schizophrenia / Q000150:complications / Q000534:rehabilitation*; D012565:Schizophrenic Psychology; D016896:Treatment Outcome; D014706:Verbal Learning / Q000502:physiology*; D055815:Young Adult
keywords: Cognitive remediation; Dynamic assessment; Learning potential; Schizophrenia; Treatment response
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