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Journal of the American Psychiatric... 2020Neurocognitive and social cognitive impairments are core characteristics of psychotic disorders, which are present in the first episode of psychosis (FEP) and strongly...
Neurocognitive and social cognitive impairments are core characteristics of psychotic disorders, which are present in the first episode of psychosis (FEP) and strongly predict poor social functioning. Addressing cognitive impairments through cognitive training and remediation (CTR) may be a crucial component of recovery-oriented treatment. The objectives of this review were to (1) evaluate the CTR theoretical basis and intervention components and (2) examine the effects of CTR on cognition and social functioning in FEP. A combined search of Ovid Medline, Embase, and Psych Info databases was conducted using keywords. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines were followed. Quality and risk of bias were assessed using established instruments. Ten randomized controlled trials were included in this review and had an overall fair to poor quality. CTR interventions in FEP utilize a range of theoretical backgrounds, with most including a focus on higher order cognitive processes. Varied doses and intervention components are used. All but one study found improvements in at least one cognitive domain. Global cognition, verbal learning, and memory and executive function were most commonly improved. Three studies found an effect on a range of functional outcomes. A broad range of CTR interventions have promising effects for addressing cognitive impairments in FEP. Evidence of functional impact is less consistent. Further research is needed in FEP on CTR targeting sensory and perceptual processes, and to identify CTR intervention targets and treatment components that will lead to robust improvements in cognition and functioning.
Topics: Cognition; Cognitive Dysfunction; Humans; Memory; Psychotic Disorders; Verbal Learning
PubMed: 31578909
DOI: 10.1177/1078390319877952 -
BMC Psychiatry Jan 2023Nearly 40% of patients with Major Depressive Disorder (MDD) have been found to experience cognitive impairment in at least one domain. Cognitive impairment associated... (Meta-Analysis)
Meta-Analysis
Cognitive rehabilitation for improving cognitive functions and reducing the severity of depressive symptoms in adult patients with Major Depressive Disorder: a systematic review and meta-analysis of randomized controlled clinical trials.
INTRODUCTION
Nearly 40% of patients with Major Depressive Disorder (MDD) have been found to experience cognitive impairment in at least one domain. Cognitive impairment associated with MDD is disproportionately represented in patients that have not fully returned to psychosocial functioning. As awareness regarding cognitive dysfunction in MDD patients grows, so does the interest in developing newer treatments that specifically address these deficits.
METHOD
In the present study, we conduct a systematic review of controlled randomized clinical trials that used cognitive training and remediation interventions for improving cognitive functions and reducing symptom severity in adult patients with MDD. We selected studies published before March 2022 using search databases including PubMed, ScienceDirect, Scopus, and Google scholar. For conducting the meta-analysis, standard differences in means with the random effect model and with a 95% confidence interval of change in outcome measures from baseline to post-intervention between the cognitive rehabilitation and the control groups were calculated.
RESULTS
The database search resulted in identifying 756 studies of interest, which ultimately 15 studies with 410 participants in the cognitive rehabilitation group and 339 participants in the control group were included. The meta-analysis of the data extracted from these studies, shows a moderate and significant effect on the executive function (d = 0.59 (95% CI, 0.25 to 0.93) p-value = 0.001, I = 15.2%), verbal learning (d = 0.45 (95% CI, 0.12 to 0.78) p-value = 0.007, I = 0.00%), and working memory (d = 0.41 (95% CI, 0.18 to 0.64) p-value < 0.001, I = 33%) of MDD patients. Although, there were no significant difference between intervention and control group in attention (d = 0.32 (95% CI, -0.01 to 0.66) p-value = 0.058, I = 0.00%) or depressive symptoms.
CONCLUSION
This systematic review and meta-analysis indicate that cognitive rehabilitation is an effective intervention for the executive function, verbal learning, and working memory of MDD patients. Due to the importance of these neuropsychological deficits in day-to-day life and the core symptoms of MDD, cognitive rehabilitation should be considered an important part of treating MDD. Further research in this area and concentrated on these particular deficits is warranted.
Topics: Humans; Adult; Depressive Disorder, Major; Depression; Cognitive Training; Cognition; Executive Function; Cognitive Dysfunction; Randomized Controlled Trials as Topic
PubMed: 36707847
DOI: 10.1186/s12888-023-04554-w -
Frontiers in Psychology 2021In instructional-learning contexts, the relationship between teacher verbal and non-verbal immediacy and student motivation has gained increasing attention. However, no...
In instructional-learning contexts, the relationship between teacher verbal and non-verbal immediacy and student motivation has gained increasing attention. However, no systematic research has been done to review the empirical studies conducted on the impact of teacher immediacy on students' motivation. Hence, the aim of the present study was to systematically review the available literature on different types of teacher immediacy and student motivation. Some common databases were searched and 30 eligible manuscripts were identified. With regard to the key features of the included studies, the review's findings were categorized into different sections, namely "the measures of teacher immediacy employed," "the measures of student motivation employed," "designs," and "educational contexts". The main findings of the studies were also discussed. The reviewed studies pointed to positive associations between teacher immediacy and student motivation. Finally, limitations of the included studies are discussed and some practical directions for further research are offered, accordingly.
PubMed: 34248809
DOI: 10.3389/fpsyg.2021.713978 -
International Journal of Environmental... Jun 2021Feedback is an essential factor that may affect students' motor skill learning during physical education (PE) classes. This review aimed to (1) systematically examine... (Review)
Review
OBJECTIVES
Feedback is an essential factor that may affect students' motor skill learning during physical education (PE) classes. This review aimed to (1) systematically examine the evidence for the effectiveness of feedback on students' skill learning during PE classes and (2) summarize the evidence for the effects of feedback elements (i.e., format and content).
METHODS
A systematic search was conducted on seven electronic databases to identify studies that explored the effects of feedback on student learning during PE classes. Twenty-three studies were selected, and the study quality was evaluated using the Physiotherapy Evidence Database scale. The levels of evidence were determined with the best evidence synthesis.
RESULTS
Strong evidence indicates the effectiveness of feedback intervention on students' skill learning compared with those who received no feedback. Limited evidence was found for the effect of visual feedback compared with verbal feedback. There were mixed results for the effectiveness of information feedback compared with praise or corrective feedback.
CONCLUSION
The current evidence suggests that feedback is useful for skill learning during PE classes. Emergent questions still need to be addressed, such as those regarding the efficiency of using different formats and contents for feedback delivery to enhance motor skill learning during PE classes.
Topics: Clinical Competence; Feedback; Humans; Motor Skills; Physical Education and Training; Students
PubMed: 34200657
DOI: 10.3390/ijerph18126281 -
PloS One 2022This systematic review investigates the effectiveness of instructions and feedback with external focus applied with reduced frequency, self-controlled timing and/or in...
AIM
This systematic review investigates the effectiveness of instructions and feedback with external focus applied with reduced frequency, self-controlled timing and/or in visual or auditory form, on the performance of functional gross motor tasks in children aged 2 to 18 with typical or atypical development.
METHODS
Four databases (PubMed, Web of Science, Scopus, Embase) were systematically searched (last updated May 31st 2021). Inclusion criteria were: 1. children aged 2 to 18 years old; 2. Instructions/feedback with external focus applied with reduced frequency, self-controlled timing, and/or visual or auditory form as intervention, to learn functional gross motor tasks; 3. Instructions/feedback with external focus applied with continuous frequency, instructor-controlled timing, and/or verbal form as control; 4. performance measure as outcome; 5. (randomized) controlled studies. Article selection and risk of bias assessment (with the Cochrane risk of bias tools) was conducted by two reviewers independently. Due to heterogeneity in study characteristics and incompleteness of the reported data, a best-evidence synthesis was performed.
RESULTS
Thirteen studies of low methodological quality were included, investigating effectiveness of reduced frequencies (n = 8), self-controlled timing (n = 5) and visual form (n = 1) on motor performance of inexperienced typically (n = 348) and atypically (n = 195) developing children, for acquisition, retention and/or transfer. For accuracy, conflicting or no evidence was found for most comparisons, at most time points. However, there was moderate evidence that self-controlled feedback was most effective for retention, and limited evidence that visual analogy was most effective for retention and transfer. To improve quality of movement, there was limited evidence that continuous frequency was most effective for retention and transfer.
CONCLUSION
More methodologically sound studies are needed to draw conclusions about the preferred frequency, timing or form. However, we cautiously advise considering self-controlled feedback, visual instructions, and continuous frequency.
TRIAL REGISTRATION
Registration: Prospero CRD42021225723. https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42021225723.
Topics: Adolescent; Child; Child, Preschool; Feedback; Humans; Learning
PubMed: 36007080
DOI: 10.1371/journal.pone.0264873 -
European Child & Adolescent Psychiatry May 2023Clinical high risk of psychosis (CHR-P) population has become an attractive area of interest in preventing transitions to psychosis. The consequences of developing a... (Review)
Review
Clinical high risk of psychosis (CHR-P) population has become an attractive area of interest in preventing transitions to psychosis. The consequences of developing a psychotic disorder may be worse in cases of early onset. Thus, childhood and adolescence represent a critical developmental window, where opportunities to gain social and adaptive abilities depend on the individuals' neurocognitive performance. There have been previous syntheses of the evidence regarding neurocognitive functioning in CHR-P individuals and its longitudinal changes. However, there has been less focus on children and adolescents at CHR-P. A multistep literature search was performed from database inception until July 15th, 2022. PRIMSA/MOOSE compliant systematic review and PROSPERO protocol were used to identify studies reporting on longitudinal changes in neurocognitive functioning in children and adolescents (mean age of sample ≤ 18 years) at CHR-P and matched healthy control (HC) group. A systematic review of identified studies was then undertaken. Three articles were included, resulting in a total sample size of 151 CHR-P patients [mean (SD) age, 16.48 (2.41) years; 32.45% female] and 64 HC individuals [mean (SD) age, 16.79 (2.38) years; 42.18% female]. CHR-P individuals had worse outcomes in verbal learning, sustained attention and executive functioning domains compared to HC. Individuals taking antidepressants had better outcomes in verbal learning in contrast with those taking antipsychotics. In children and adolescents, neurocognition may be already impaired before the psychosis onset, and remains stable during the transition to psychosis. Further study should be performed to obtain more robust evidence.
PubMed: 37199754
DOI: 10.1007/s00787-023-02221-9 -
Applied Neuropsychology. Adult 2024SARS-CoV-2 infection has a wide range of both acute and long-term symptoms. Memory alterations have been frequently reported in studies that explore cognition. The main...
SARS-CoV-2 infection has a wide range of both acute and long-term symptoms. Memory alterations have been frequently reported in studies that explore cognition. The main objective of the systematic review is to update and further analyze the existing evidence of objective memory impairments in long-COVID-19 considering sample and study design characteristics, as well as to explore associations between memory performance and their epidemiological, clinical, and pathological features. A total of 13 studies were identified by searching in PubMed, Web of Science, and PsycInfo databases up to May 6, 2022. Most studies evaluated verbal component of memory in the short-term and long-term recall up to 30 min and mainly performed a single assessment completed at 4-6 months after the infection. The samples mainly consisted of middle-aged adults that required hospitalization. Samples were not stratified by sex, age, and severity. Poor verbal learning was reported in most cases (6-58%), followed by deficits in long-term (4-58%) and short-term (4-37%) verbal memory. Visuospatial component of memory was studied less than verbal component, showing impairment of long-term retention of visual items (10-49%). COVID-19 severity in the acute stage was not systematically associated with poor memory performance. Verbal memory deficits were associated with anxiety and depression. The existing literature on objective memory assessment in long-COVID suggests further research is warranted to confirm memory dysfunction in association with epidemiological, pathological, and clinical factors, using both verbal and visuospatial tests, and exploring in deep long-term memory deficits.
Topics: Adult; Middle Aged; Humans; Post-Acute COVID-19 Syndrome; COVID-19; SARS-CoV-2; Memory; Mental Disorders; Memory Disorders
PubMed: 36108666
DOI: 10.1080/23279095.2022.2123739 -
Frontiers in Psychiatry 2022Major depression is one of the leading causes of disability and limited capacity to work. Neuropsychological impairment is a common symptom in acute and remitted major...
BACKGROUND
Major depression is one of the leading causes of disability and limited capacity to work. Neuropsychological impairment is a common symptom in acute and remitted major depression and is associated with poor psychosocial functioning. This scoping review aimed to identify research on the role of neuropsychological functioning in outcomes of vocational rehabilitation programs in individuals with depression.
METHODS
We report on the conduct of this pre-registered (https://osf.io/5yrnf) scoping review in accordance with PRISMA-ScR guidelines. PubMed and PsychInfo were systematically searched for English or German research articles published between 1990 and September 2021 that studied objective neuropsychological tests as predictors of vocational rehabilitation interventions and included participants with depression.
RESULTS
The systematic literature search yielded no studies that specifically targeted subjects with major depression. However, eight articles published since 2016 were included in the review, analyzing data from five trials that evaluated the effectiveness of supported employment in North America and Europe in severe mental illnesses. An estimated 31% of the total number of participants included ( = 3,533) had major depression. Using a variety of cognitive tests and covariates, seven articles found that neuropsychological functioning - especially global cognition scores, verbal and visual learning and memory - significantly predicted vocational outcomes of rehabilitation programs.
CONCLUSION
Despite a lack of studies specifically targeting major depressive disorder, the identified literature suggests that higher baseline neuropsychological functioning predicts better vocational outcomes of supported employment programs in individuals with depression. In clinical practice, additional neuropsychological modules during return-to-work interventions might be helpful for vocational outcomes of such programs.
PubMed: 36440409
DOI: 10.3389/fpsyt.2022.942161 -
Special Care in Dentistry : Official... Jul 2021Various innovations of oral health education media were used to bring an impact on oral health behavior and status among visually impaired children. This paper was aimed... (Review)
Review
AIM
Various innovations of oral health education media were used to bring an impact on oral health behavior and status among visually impaired children. This paper was aimed to systematically investigate which innovation brings the best impact of change.
METHODS
A systematic searching strategy in Scopus, PubMed, ProQuest, ScienceDirect, EBSCO, SAGE, and Cochrane Library database was applied in this study, then followed Preferred Reporting Items for Systematic Reviews and Meta-Analyses guideline. Studies from the last 10 years that investigate the innovation of oral health education media for visually impaired children and its impact on change were included.
RESULTS
Of 653 studies identified, 10 were included in the data synthesis. Audio, Braille, audio-tactile performance, verbal, tactile, or combinations were found to be utilized as the alternative media innovation of oral health education for visually impaired children. The combination of two or more media brings the best impacts of oral health behavior and oral health status among them.
CONCLUSIONS
The combination of oral health education media may involve various senses of learning. Due to its impact on the improvement of oral health behavior and status among visually impaired children, this innovation should be chosen.
Topics: Child; Health Education, Dental; Humans; Oral Health; Oral Hygiene
PubMed: 33825212
DOI: 10.1111/scd.12592 -
Epilepsy & Behavior : E&B Nov 2019Temporal lobectomy with amygdalohippocampectomy is the standard surgical treatment for appropriate candidates with medically-intractable temporal lobe epilepsy. More...
OBJECT
Temporal lobectomy with amygdalohippocampectomy is the standard surgical treatment for appropriate candidates with medically-intractable temporal lobe epilepsy. More recently, because of the risk of postoperative language/memory decline in a subset of patients with intact memory, a multiple hippocampal transection (MHT) approach has been proposed to preserve function.
METHODS
Studies of MHT reporting both Engel and verbal memory outcome measures were included in accordance with Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines for reporting of systematic reviews. Data were extracted on verbal memory function pre- and postoperatively, seizure outcome, and demographic factors. A random effects model was used to determine overall verbal memory function after MHT, and a meta-regression model was applied to identify factors associated with outcome.
RESULTS
A total of 114 patients across five studies were included. Engel class I seizure outcome across all studies ranged from 64.7% to 94.7%, with 84 of the 114 patients achieving this outcome. Preoperative verbal memory score was most strongly associated with postoperative verbal memory preservation (p = 0.003). Of 59 patients with full verbal memory outcome scores, 86.8% (95% CI [confidence interval]: 77.6%-96%) had complete preservation of verbal memory relative to preoperative functional baseline.
CONCLUSION
Multiple hippocampal transection is an evolving surgical technique. Although the present data are limited, the current systematic review suggests that this approach is effective at preserving verbal memory in patients with good baseline function. Although reasonable seizure outcomes have been reported with MHT, comparison to a well-established procedure such as temporal lobectomy and amydalohippocampectomy must be guided by further evidence.
Topics: Epilepsy, Temporal Lobe; Hemispherectomy; Hippocampus; Humans; Memory Disorders; Neurosurgical Procedures; Postoperative Complications; Psychosurgery; Seizures; Verbal Learning
PubMed: 31654940
DOI: 10.1016/j.yebeh.2019.106496