Special Issue "Learning and Memory Deficits Related to Neuropsychiatric Disorders"

Guest Editor
Dr. Scott J. Hunter
Departments of Psychiatry, Behavioral Neuroscience and Pediatrics, University of Chicago, 5841 S. Maryland Ave., MC 3077, Chicago, Illinois 60637, USA
Website: http://www.uchicagokidshospital.org/physicians/scott-hunter.html
E-Mail: shunter@yoda.bsd.uchicago.edu
Phone: +1 773 702 2227
Fax: +1 773 702 9929
Interests: pediatric neuropsychology; developmental neuroscience; neurodevelopmental disorders (neurogenetic and acquired developmental disorders, i.e., autism, neurofibromatosis, down syndrome); epilepsies; attention; executive functions; intervention

Dear Colleagues,

The capacity to learn is dependent on a set of neurally directed capabilities, including orientation, attention, sensory intake and processing, and ultimately memory, within the short-term (e.g., working memory, encoding, short-term memory) and across time (e.g., extended encoding, consolidation, retrieval, long-term memory). Within the neuropsychiatric disorders, processes that underlie learning and memory are frequently disrupted, contributing to a range of deficits that can impact social engagement, emotional and behavioral regulation, educational and vocational opportunity, and adaptation. Research to date has highlighted such disruptions, and the alterations that underlie them neurobiologically, as a primary target for understanding the broad range of impairments seen in neuropsychiatric conditions and for guiding efforts at intervention, both pharmacologically and rehabilitatively. The goal with this special issue is to review and extend our current state of the knowledge concerning learning and memory dysfunction in neuropsychiatric disorder and to inform ongoing research in intervention and remediation.

Dr. Scott J. Hunter
Guest Editor

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• working memory
• encoding
• retrieval
• consolidation
• hippocampus
• emotion
• epilpesy
• schizophrenia
• autism

Jillian M. Schuh and Inge-Marie Eigsti Article: Working Memory, Language Skills, and Autism Symptomatology Behav. Sci. 2012, 2(4), 207-218; doi:10.3390/bs2040207 Received: 10 August 2012; in revised form: 23 September 2012 / Accepted: 12 October 2012 / Published: 2 November 2012 Show/Hide Abstract | Download PDF Full-text (269 KB) | Download XML Full-text Abstract: While many studies have reported working memory (WM) impairments in autism spectrum disorders, others do not. Sample characteristics, WM domain, and task complexity likely contribute to these discrepancies. Although deficits in visuospatial WM have been more consistently documented, there is much controversy regarding verbal WM in autism. The goal of the current study was to explore visuospatial and verbal WM in a well-controlled sample of children with high-functioning autism (HFA) and typical development. Individuals ages 9–17 with HFA (n = 18) and typical development (n = 18), were carefully matched on gender, age, IQ, and language, and were administered a series of standardized visuospatial and verbal WM tasks. The HFA group displayed significant impairment across WM domains. No differences in performance were noted across WM tasks for either the HFA or typically developing groups. Over and above nonverbal cognition, WM abilities accounted for significant variance in language skills and symptom severity. The current study suggests broad WM limitations in HFA. We further suggest that deficits in verbal WM are observed in more complex tasks, as well as in simpler tasks, such as phonological WM. Increased task complexity and linguistic demands may influence WM abilities.

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Perrine Brazo, Michaelle Ilongo and Sonia Dollfus Article: Distinct Episodic Verbal Memory Profiles in Schizophrenia Behav. Sci. 2013, 3(2), 192-205; doi:10.3390/bs3020192 Received: 31 January 2013; in revised form: 25 March 2013 / Accepted: 25 March 2013 / Published: 2 April 2013 Show/Hide Abstract | Download PDF Full-text (93 KB) Abstract: According to some authors, episodic memory impairment may be a feature shared by all schizophrenic patients, whereas others argue in favor of the mnesic heterogeneity. Our aims were to determine whether patients can be grouped based on according to their mnesic performances. The California Verbal Learning Test (CVLT), an episodic verbal learning test, was compared in 61 schizophrenic patients and 61 matched healthy subjects. The 32 indices were calculated using CVLT Scoring Software. This process allowed us to describe patients’ episodic processes in detail (encoding, storage, retrieval). We isolated one group with normative data, another showed impairment of both encoding and retrieval processes, and in the last one, only encoding process was impaired. As schizophrenia is heterogeneous with regard to episodic memory, impairments should not be considered as a common core to the various forms of the illness and it would be fruitful to systematically assess episodic processes in detail to take into account individual abilities and challenges.

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Elena A. Spieker, Jacqueline A. Griego, Robert S. Astur, Henry H. Holcomb and Laura M. Rowland Article: Facilitation of Relational Learning in Schizophrenia Behav. Sci. 2013, 3(2), 206-216; doi:10.3390/bs3020206 Received: 15 February 2013; in revised form: 25 March 2013 / Accepted: 26 March 2013 / Published: 12 April 2013 Show/Hide Abstract | Download PDF Full-text (186 KB) | Download XML Full-text Abstract: Abnormal hippocampal function likely contributes to relational learning deficits observed in schizophrenia. It is unknown whether these deficits can be attenuated with a training intervention. The purpose of this project was to determine if training could facilitate relational learning of the transverse patterning task in schizophrenia. Healthy and schizophrenia subjects completed a version of transverse patterning that incorporated training. The majority of subjects with schizophrenia successfully learned transverse patterning when provided with training. A subgroup (approximately 25%) of schizophrenia subjects showed no tendency to learn with training. These results were replicated in a second study with a separate cohort and different stimuli. This study illustrates that relational learning of the transverse patterning can be facilitated in schizophrenia with training.

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Type of Paper: Article
Title: Distinct Episodic Verbal Memory Profiles in Schizophrenia
Authors: Perrine Brazo ^1,2,*, Michaelle Ilongo ¹ and Sonia Dollfus ^1,2
Affiiation: ¹ CHU de Caen, service de Psychiatrie, Caen, F-14000, France; E-Mail: brazo-p@chu-caen.fr (P.B.); Tel.:+33-(0)2-31-06-50-18 (P.B.), Fax: +33-(0)2-31-06-49-87(P.B.); 2 Université de Caen Basse-Normandie, UMR6301 ISTCT, ISTS team, Caen, F-14000 France; E-Mail: Dollfus-s@chu-caen.fr (S.D.)
Abstract: Introduction. According to some authors, episodic memory impairment may be a feature shared by all the schizophrenic patients, whereas others argued in favour of the mnesic heterogeneity. Our aims were to determine whether patients can be grouped based on mnesic performances. Methods. The California Verbal Learning Test (CVLT), an episodic verbal learning test, was compared in 61 schizophrenic patients and 61 matched healthy subjects. The 32 indices were calculated using CVLT Scoring Software, allowing to describe in detail patients’ episodic processes (encoding, storage, retrieval). Results. We isolated one group with normative data, another one showed impairment of both encoding and retrieval processes, and in the last one, only encoding process was impaired. Conclusion. As schizophrenia is heterogeneous with regard to episodic memory, impairments should not be considered as a common core to the various forms of the illness and it would be fruitful to systematically assess episodic processes in detail to take into account individual abilities and challenges.
Keywords: schizophrenia; episodic memory; encoding process; storage process; retrieval process; cognitive subtypes.