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Individual Alpha Peak Frequency Moderates Transfer of Learning in Cognitive Remediation of Schizophrenia

Published online by Cambridge University Press:  27 January 2020

B.C. Castelluccio Open the ORCID record for B.C. Castelluccio [Opens in a new window] ,
J.G. Kenney  and
J.K. Johannesen Open the ORCID record for J.K. Johannesen [Opens in a new window]
B.C. Castelluccio
Affiliation:
Department of Psychiatry and Human Behavior, Brown University Alpert Medical School, Providence, RI 02903, USA
J.G. Kenney
Affiliation:
Psychology Service, VA Connecticut Healthcare System, West Haven, CT 06516, USA Department of Psychiatry, Yale University School of Medicine, New Haven, CT 06510, USA
J.K. Johannesen*
Affiliation:
Psychology Service, VA Connecticut Healthcare System, West Haven, CT 06516, USA Department of Psychiatry, Yale University School of Medicine, New Haven, CT 06510, USA
*
*Correspondence and reprint requests to: Jason K. Johannesen, VA Connecticut Health Care System, Psychology Service 116-B, 950 Campbell Ave, West Haven, CT 06516, USA. E-mail: [email protected]
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Abstract

Objective:

Meta-analyses report moderate effects across cognitive remediation (CR) trials in schizophrenia. However, individual responses are variable, with some participants showing no appreciable gain in cognitive performance. Furthermore, reasons for heterogeneous outcome are undetermined. We examine the extent to which CR outcome is attributable to near learning—direct gains in trained cognitive tasks—while also exploring factors influencing far transfer of gains during training to external cognitive measures.

Method:

Thirty-seven schizophrenia outpatients were classified as CR responders and non-responders according to change in MATRICS Consensus Cognitive Battery composite score following 20 sessions of computer-based training. Metrics of near learning during training, as well as baseline demographic, clinical, cognitive, and electroencephalographic (EEG) measures, were examined as predictors of responder status.

Results:

Significant post-training improvement in cognitive composite score (Cohen’s d = .41) was observed across the sample, with n = 21 and n = 16 classified as responders and non-responders, respectively. Near learning was evidenced by significant improvement on each training exercise with practice; however, learning did not directly predict responder status. Group-wise comparison of responders and non-responders identified two factors favoring responders: higher EEG individual alpha frequency (IAF) and lower antipsychotic dosing. Tested in moderation analyses, IAF interacted with learning to predict improvement in cognitive outcome.

Conclusion:

CR outcome in schizophrenia is not directly explained by learning during training and appears to depend on latent factors influencing far transfer of trained abilities. Further understanding of factors influencing transfer of learning is needed to optimize CR efficacy.

Keywords

PlasticityNeuronalLearningCognitive neuroscienceElectroencephalographyDrugsAntipsychoticCognitive dysfunction
Type
Regular Research
Information
Journal of the International Neuropsychological Society , Volume 26 , Special Issue 1: Rehabilitation , January 2020 , pp. 19 - 30
Copyright
Copyright © INS. Published by Cambridge University Press, 2020. 

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