Interindividual differences in schizophrenic patients' responsivity to cognitive remediation in the Wisconsin Card Sorting Test

Abstract

The basic concern of the study is the demonstration of interindividual differences in responsivity to cognitive remediation in schizophrenic subjects and the utilization of these differences for diagnostic purposes in the conceptual frame word of a dynamic testing approach. 56 patients were given the Wisconsin Card Sorting Test in a test-training test-arrangement, with the training consisting of specific instructions and continuous feedback. Based on performance change, 21 high scorers, 22 learners and 13 non learners could be distinguished. In a study on generalizability, it was shown that learner status generalizes to a learning test of verbal recall (Auditory Verbal Learning Test), when this test is given with specific prompts. The results are discussed with regard to schizophrenia theory and to their diagnostic implications.