Effects of biological and social motivation on schizophrenic reaction time.

Rosenbaum, Gerald; Mackavey, William R.; Grisell, James L.

doi:10.1037/h0046003

Cited by 43 publications

(16 citation statements)

References 18 publications

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“…T h e two experiments reported here demonstrate rather consistently that schizophrenics who receive punishment, whether in the form of electric shock or verbal censure, do significantly better in a probability learning task than schizophrenics who receive verbal reward or information only. This finding is in line with that of Cohen (1956), who found that without electric shock, the performance of schizophrenics tended to decline as the experimental session progressed, and Rosenbaum, Mackavey & Grisell (1957), who found that electric shock raised the performance of male schizophrenics to the level of normals. Our results also agree with those of Atkinson & Robinson (1961) and Cavanaugh, Cohen & Lang (1960), who found that with schizophrenics punishment, when given for incorrect responses, was more effective than reward.…”

Section: Discussionsupporting

confidence: 89%

Effect of Punishment on Probability Learning in Schizophrenia*

Sermat

Greenglass

1965

Br J Soc Clin Psychol

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In Experiment I, forty-five schizophrenics and forty-five normals were randomly assigned to one of three conditions : information, non-social punishment and social punishment. A probability learning task with event ratio of 80 : 20 was employed. Punishment facilitated learning in schizophrenics but not in normals. Social and non-social punishment did not produce significant differences in response frequencies, but response latencies and questionnaire data were interpreted as evidence that social punishment produced more conflict and discomfort in schizophrenics than did the other two conditions. In Experiment 11, thirty-nine schizophrenics were randomly assigned to information, reward and punishment conditions. For the first IOO trials, the event ratio was 80:20, after which it was reversed to 20:80. After the shift, SS receiving punishment learned the new ratio significantly better than S s in the reward and information conditions. T h e results suggest that punishment is more effective than reward or information alone with schizophrenics.

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Section: Discussionsupporting

confidence: 89%

Effect of Punishment on Probability Learning in Schizophrenia*

Sermat

Greenglass

1965

Br J Soc Clin Psychol

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“…Lack of motivation, or volition, is a characteristic feature of schizophrenia (Mayer-Gross et al 1977) and one that is known to affect test performance in these subjects (Cohen, 1956;Rosenbaum et al 1957). Assuming that lack of motivation has most effect on tasks requiring most effort, one might expect that lack of motivation in this study would have most effect on the intelligence test results and least effect on the simple motor cancellation results, with the relatively undemanding cognitive speed cancellation test in between.…”

Section: Methodological Considerationsmentioning

confidence: 79%

Cognitive functioning and symptomatology in chronic schizophrenia

et al. 1990

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SynopsisChronic schizophrenic patients in a long stay hospital were found to have low levels of intelligence (mean IQ of 80), which was attributed to the effects of substantial intellectual deterioration on below average pre-morbid levels of functioning. Patients with the lowest IQ scores had the least severe positive symptoms but symptomatology was not related to age or extent of intellectual decline. Speed of functioning was relatively more impaired than level of intellectual functioning, with cognitive speed being more affected than motor speed. The severity of negative but not positive symptoms was significantly related to the severity of bradyphrenia (cognitive slowing), a result which would be consistent with the notion of a subcortical pathology in patients with Type II schizophrenia.

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“…The Use of Behavioral Techniques to Enhance Neurocognitive Functioning Data from a number of older and more recent studies provide a rationale for using behavioral techniques to improve cognition. One group of studies used monetary reinforcement for correct responding to improve performance on laboratory tests of attention (Rosenbaum et al 1957;Karras 1962Karras , 1968Wagner 1968;Meiselman 1973;Kern et al 1995), or tests of other neurocognitive functions (e.g., Summerfelt et al 1991). A second group of studies used operant procedures to increase attention span during brief, structured social interactions (e.g., Wallace and Boone 1983;Massel et al 1991).…”

Section: Attentional Requirements For Participation In Traditional Ne...mentioning

confidence: 99%

Shaping Attention Span: An Operant Conditioning Procedure to Improve Neurocognition and Functioning in Schizophrenia

Silverstein

Menditto

Stuve

2001

Schizophrenia Bulletin

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The high prevalence of neurocognitive deficits in schizophrenia, and their association with poorer outcomes, has created interest in treatments that can improve neurocognitive functioning in this illness. While a variety of rehabilitation interventions have been developed, many are not appropriate for the most severely ill patients, whose attention spans are so short that they cannot attend to the material being presented. For this population, the only neurocognitive rehabilitation methods with demonstrated effectiveness are those that involve the operant conditioning technique known as shaping. In this article, we review the rationale for the use of shaping-based methods as neurocognitive retraining techniques for treatment-refractory schizophrenia patients, review published reports using this intervention, and offer suggestions for the future development of this method from both clinical and research perspectives.

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Effects of biological and social motivation on schizophrenic reaction time.

Cited by 43 publications

References 18 publications

Effect of Punishment on Probability Learning in Schizophrenia*

Effect of Punishment on Probability Learning in Schizophrenia*

Cognitive functioning and symptomatology in chronic schizophrenia

Shaping Attention Span: An Operant Conditioning Procedure to Improve Neurocognition and Functioning in Schizophrenia

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