Retrieval practice facilitation of family psychoeducation in people with early psychosis
Copyright © 2020 Elsevier B.V. All rights reserved..
BACKGROUND: Providing early psychosis (EP) individuals with family psychoeducation (FPE) can reduce symptoms and improve clinical outcomes. However, relational memory problems may limit prospective utilization of FPE information. This study examines whether memory for FPE can be improved by testing participants during the initial FPE workshop presentation.
METHOD: Data were obtained from 20 people with EP and 20 demographically matched healthy comparison subjects (HC). During session one, FPE was presented in small group workshops, with half of the information re-studied twice (re-study condition) and the remaining information tested twice using cued recall tasks (retrieval practice condition). One week later (session two), delayed cued recall was tested for all FPE information. "Testing effects" (i.e., better memory following retrieval practice versus re-study) were examined across all items (standard analysis) and also limited to items successfully retrieved during session one (conditionalized analysis).
RESULTS: HC had better initial recall and learned more over the two retrieval practice trials than EP. However, HC also lost more information than EP over the one-week delay. Both groups produced a significant testing effect. This effect was smaller in EP versus HC across all test items, but did not differ for the conditionalized analysis. Negative symptoms were inversely correlated with delayed cued recall in EP.
CONCLUSIONS: EP participants benefit from retrieval practice, with participants with less severe negative symptoms showing the greatest benefit. These results encourage use of memory tests during group psychoeducation to improve subsequent long-term recall of clinically relevant information.
| Medienart: |
E-Artikel |
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| Erscheinungsjahr: |
2020 |
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| Erschienen: |
2020 |
| Enthalten in: |
Zur Gesamtaufnahme - volume:223 |
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| Enthalten in: |
Schizophrenia research - 223(2020) vom: 10. Sept., Seite 186-191 |
| Sprache: |
Englisch |
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| Beteiligte Personen: |
Ragland, J Daniel [VerfasserIn] |
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| Links: |
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| Themen: |
Episodic memory |
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| Anmerkungen: |
Date Completed 17.06.2021 Date Revised 10.02.2023 published: Print-Electronic Citation Status MEDLINE |
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| doi: |
10.1016/j.schres.2020.07.016 |
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| funding: |
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| Förderinstitution / Projekttitel: |
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| PPN (Katalog-ID): |
NLM313148082 |
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| 245 | 1 | 0 | |a Retrieval practice facilitation of family psychoeducation in people with early psychosis |
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| 500 | |a Date Completed 17.06.2021 | ||
| 500 | |a Date Revised 10.02.2023 | ||
| 500 | |a published: Print-Electronic | ||
| 500 | |a Citation Status MEDLINE | ||
| 520 | |a Copyright © 2020 Elsevier B.V. All rights reserved. | ||
| 520 | |a BACKGROUND: Providing early psychosis (EP) individuals with family psychoeducation (FPE) can reduce symptoms and improve clinical outcomes. However, relational memory problems may limit prospective utilization of FPE information. This study examines whether memory for FPE can be improved by testing participants during the initial FPE workshop presentation | ||
| 520 | |a METHOD: Data were obtained from 20 people with EP and 20 demographically matched healthy comparison subjects (HC). During session one, FPE was presented in small group workshops, with half of the information re-studied twice (re-study condition) and the remaining information tested twice using cued recall tasks (retrieval practice condition). One week later (session two), delayed cued recall was tested for all FPE information. "Testing effects" (i.e., better memory following retrieval practice versus re-study) were examined across all items (standard analysis) and also limited to items successfully retrieved during session one (conditionalized analysis) | ||
| 520 | |a RESULTS: HC had better initial recall and learned more over the two retrieval practice trials than EP. However, HC also lost more information than EP over the one-week delay. Both groups produced a significant testing effect. This effect was smaller in EP versus HC across all test items, but did not differ for the conditionalized analysis. Negative symptoms were inversely correlated with delayed cued recall in EP | ||
| 520 | |a CONCLUSIONS: EP participants benefit from retrieval practice, with participants with less severe negative symptoms showing the greatest benefit. These results encourage use of memory tests during group psychoeducation to improve subsequent long-term recall of clinically relevant information | ||
| 650 | 4 | |a Journal Article | |
| 650 | 4 | |a Research Support, N.I.H., Extramural | |
| 650 | 4 | |a Episodic memory | |
| 650 | 4 | |a Psychoeducation | |
| 650 | 4 | |a Psychosis | |
| 650 | 4 | |a Retrieval practice | |
| 650 | 4 | |a Testing effect | |
| 700 | 1 | |a Liu, Xiaonan L |e verfasserin |4 aut | |
| 700 | 1 | |a Williams, Ashley B |e verfasserin |4 aut | |
| 700 | 1 | |a Tully, Laura M |e verfasserin |4 aut | |
| 700 | 1 | |a Niendam, Tara A |e verfasserin |4 aut | |
| 700 | 1 | |a Carter, Cameron S |e verfasserin |4 aut | |
| 700 | 1 | |a Ranganath, Charan |e verfasserin |4 aut | |
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