Developing a Cognitive Training Strategy for First-Episode Schizophrenia: Integrating Bottom-Up and Top-Down Approaches

It is clear that people with schizophrenia typically have cognitive problems in multiple domains as part of their illness. The cognitive deficits are among the main contributors to limitations in their everyday functioning, including their work recovery. Cognitive remediation has been applied successfully to help people with long-term, persistent schizophrenia to improve their cognitive functioning, but it is only beginning to be applied with individuals who have recently had a first episode of psychosis. Several different approaches to cognitive training have been developed. Some approaches emphasize extensive systematic practice with lower-level cognitive processes and building toward higher-level processes (“bottom-up”), while others emphasize greater focus on high-level cognitive processes that normally integrate and organize lower-level processes (“top-down”). Each approach has advantages and disadvantages for a disorder like schizophrenia, with its multiple levels of cognitive dysfunction. In addition, approaches to cognitive remediation differ in the extent to which they systematically facilitate transfer of learning to everyday functioning. We describe in this article the cognitive training approach that was developed for a UCLA study of people with a recent first episode of schizophrenia, a group that may benefit greatly from early intervention that focuses on cognition and recovery of work functioning. This approach integrated bottom-up and top-down computerized cognitive training and incorporated an additional weekly group session to bridge between computerized training and application to everyday work and school functioning

Computer aided cognitive rehabilitation possible application to the attentional deficit of schizophrenia, a report of negative results

The cognitive deficits associated with schizophrenia commonly include impairment in attention, which may contribute to difficulties with learning, memory, and executive function. This study evaluated the effectiveness of computer-aided training of attentional skills in schizophrenia. Two groups of schizophrenic subjects (9 men and 1 woman) were matched for age, estimated premorbid IQ, and positive and negative symptom scores. Both groups were assessed using a battery of attentional tests. Subjects then received either six 1-hr. computer-aided cognitive rehabilitation sessions (experimental condition) or six sessions of graphics-based computer games (control condition). Both groups were reassessed with attentional measures. There was significant improvement on only one test, a letter-cancellation task. This improvement was evident in both groups suggesting that this was a practise effect. Apart from the letter-cancellation test, subjects undertaking the computer-aided rehabilitation treatment did not show significant improvement on any attentional tasks