The effects of psychotropic drugs on psychological testing.

Baker, Rodney R

doi:10.1037/h0025868

Cited by 29 publications

(14 citation statements)

References 64 publications

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“…Squire & Chace, 1975;Frith et al 1983;Williams et al 1990). The position with respect to neuroleptic drugs may, however, be less clear: while acute neuroleptic administration does not significantly affect most aspects of cognitive function in normal individuals (Janke, 1980) and seems if anything to improve it in schizophrenics (Baker, 1968;Heaton & Crowley, 1981;King, 1990), the question of deleterious effects with long-term use continues to be raised (Kirkpatrick et al 1987). Anticholinergic drugs are of course known to impair memory under experimental conditions (e.g.…”

Section: Introductionmentioning

confidence: 99%

Memory impairment in schizophrenia: its extent, affiliations and neuropsychological character

et al. 1992

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SYNOPSISIn a sample of 60 schizophrenic patients encompassing all grades of severity and chronicity memory impairment was found to be prevalent, often substantial, and disproportionate to the overall level of intellectual impairment. The deficits were not easily attributable to poor cooperation, attention or motivation; nor were they related to neuroleptic or anticholinergic medication. Memory impairment was significantly associated with severity and chronicity of illness and also with negative symptoms and formal thought disorder. There was evidence from the sample as a whole, and from a more detailed examination of five patients with relatively isolated deficits, that schizophrenic memory impairment conformed to the pattern seen in the classical amnesic syndrome. Additionally, there was preliminary evidence for a marked deficit in semantic memory.

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Section: Introductionmentioning

confidence: 99%

Memory impairment in schizophrenia: its extent, affiliations and neuropsychological character

et al. 1992

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“…There has been an awareness and discussion of the methodological problems in the stimulant drug literature for quite some time (Baker, 1968;Eisenberg, 1968;Fish, 1968b;Freeman, 1966;Grant, 1962;Sprague & Werry, 1971). However, as Conners ( 1971 a) pointed out, the &dquo;generally negative attitude of critical reviewers is not shared by other active workers in the field who take a more 'clinical' approach&dquo; (p. 254).…”

Section: Key Methodological Problemsmentioning

confidence: 99%

Stimulant Drugs and Learning Problems

Adelman

Compas

1977

J Spec Educ

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This review of stimulant drug research highlights the perennial problem of experimental procedures being prematurely applied despite a lack of proven treatment efficacy. This intriguing area of research is summarized as it relates to learning problems. Critical analysis indicates (a) no satisfactory support for the efficacy of stimulants in improving academic learning and performance or behavior problems, and (b) no data regarding the possibility of long-term negative side effects. Thus, widespread use of drugs for learning problems is seen as premature and, until possible side effects are clarified, perhaps dangerous. Amphetamines adminis-tered to persons with learning problems are seen as producing the common effects usually attributed to such stimulants. These include mild to moderate improvement in nonacademic performance, concomitant reductions in activity, and shortening of response latency on tasks characterized as repetitious, mechanical, regulated by an external agent, and requiring concentration and sustained performance. Evidence has not clarified the generalizability or state dependency of such effects. Complex behavior, such as reasoning, problem solving, and socioemotional functioning, do not seem affected.

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“…There are many factors that affect a patient's test performance in addition to the presence or absence of brain damage and the precise nature and locus of the lesion, including age, sex, emotional state, nature of the relationship with the examiner, medication, psychiatric status, and motivation (Baker, 1968;Benton & Spreen, 1961;Bruhn & Reed, 1975;Chavez, Schwartz, & Brandon, 1982;Goebel, 1983;Goldstein & Shelley, 1975;Harris, Cross, & Van Nieuwkerk, 1981;Heaton, Smith, Lehman, & Vogt, 1978;Parsons, Morris, & Denny, 1963;Prigatano & Parsons, 1976;Reed & Reitan, 1962;Sweet, 1983). A person making a naive interpretation of test performance in accordance only with published norms fails to take into account the ways in which these factors converge to affect the patient's level of performance.…”

Section: Selecting a Neuropsychologistmentioning

confidence: 99%

An Introduction to Neuropsychological Assessment

Lewis¹,

Sinnett

1987

Jour of Counseling & Develop

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Since its inception in the 1940s, clinical neuropsychology has evolved into a field encompassing a diverse and sometimes bewildering array of theoretical points of view and technical approaches. The purpose of this article is to acquaint counselors with the primary historical developments, current perspectives, and clinical applications of neuropsychology so that they can make optimal use of this valuable diagnostic approach. Neuropsychological assessments are significant for counselors in evaluation, remediation, and ongoing counseling of clients and their families. These assessments allow the identification of patients whose cognitive deficits have been underestimated or overestimated by other diagnostic procedures and provide clinically relevant information about potential for and specific means to promote recovery. Advocacy for clients, as broadly conceived, is also an important role for counselors.

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The effects of psychotropic drugs on psychological testing.

Cited by 29 publications

References 64 publications

Memory impairment in schizophrenia: its extent, affiliations and neuropsychological character

Memory impairment in schizophrenia: its extent, affiliations and neuropsychological character

Stimulant Drugs and Learning Problems

An Introduction to Neuropsychological Assessment

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