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The Resource Learning potential in persons with serious mental illness : investigating intra-individual differences in the learning process, Amy Lee Barnes

Learning potential in persons with serious mental illness : investigating intra-individual differences in the learning process, Amy Lee Barnes

Creator
Author
Contributor
Summary
Learning potential has been explored as a possible mechanism to predict positive rehabilitation outcomes in people with SMI (e.g., Green et al. 2000). More recent research has identified a strong relationship between attention and working memory tasks and improvement after training on dynamic assessments (i.e. learning potential), which may indicate a dependence on these key neurocognitive constructs. The primary aim of the current study, to measure the influence of working memory and attention skills within the learning process, is an important next step in current research investigating learning potential in people with SMI. A total of 192 participants with an SMI diagnosis (schizophrenia spectrum, bipolar disorder and major depressive disorder) completed a battery of neurocognitive and psychiatric measures. Participants also completed a testtrain- test intervention using the Wisconsin Card Sorting test. Participants were categorized as high performers, learners or non-learner based on their intervention performance. Correlational analyses revealed that large and moderate effect sizes were seen in relationships between learning potential and variables conceptualized to capture working memory and attention. Further, comparison of the strength of correlations iv between neurocognitive variables and learning potential showed a stronger relationship with tasks associated with working memory. It has been demonstrated that cognitive performance can serve as an indicator of how well a person will do in response to interventions designed to improve functional outcomes. By measuring learning potential performance, intervention response can be further enhanced by identifying target areas for remediation, such as working memory. Rehabilitation efforts and functional outcomes can be strengthened by a greater understanding of the learning process and knowledge of how people with SMI learn, therefore maximizing the utility of current intervention and community services
Language
eng
Work
Publication
Extent
1 online resource (51 pages)
Note
  • "A dissertation in Psychology."
  • Advisor: Melisa Rempfer
  • Vita
Contents
  • Introduction
  • Review of literature
  • Methodology
  • Results
  • Discussion
Instance
Label
Learning potential in persons with serious mental illness : investigating intra-individual differences in the learning process
Title
Learning potential in persons with serious mental illness
Title remainder
investigating intra-individual differences in the learning process
Statement of responsibility
Amy Lee Barnes
Creator
Contributor
Author
Degree supervisor
Subject
Genre
Language
eng
Summary
Learning potential has been explored as a possible mechanism to predict positive rehabilitation outcomes in people with SMI (e.g., Green et al. 2000). More recent research has identified a strong relationship between attention and working memory tasks and improvement after training on dynamic assessments (i.e. learning potential), which may indicate a dependence on these key neurocognitive constructs. The primary aim of the current study, to measure the influence of working memory and attention skills within the learning process, is an important next step in current research investigating learning potential in people with SMI. A total of 192 participants with an SMI diagnosis (schizophrenia spectrum, bipolar disorder and major depressive disorder) completed a battery of neurocognitive and psychiatric measures. Participants also completed a testtrain- test intervention using the Wisconsin Card Sorting test. Participants were categorized as high performers, learners or non-learner based on their intervention performance. Correlational analyses revealed that large and moderate effect sizes were seen in relationships between learning potential and variables conceptualized to capture working memory and attention. Further, comparison of the strength of correlations iv between neurocognitive variables and learning potential showed a stronger relationship with tasks associated with working memory. It has been demonstrated that cognitive performance can serve as an indicator of how well a person will do in response to interventions designed to improve functional outcomes. By measuring learning potential performance, intervention response can be further enhanced by identifying target areas for remediation, such as working memory. Rehabilitation efforts and functional outcomes can be strengthened by a greater understanding of the learning process and knowledge of how people with SMI learn, therefore maximizing the utility of current intervention and community services
Cataloging source
UMK
http://library.link/vocab/creatorDate
1972-
http://library.link/vocab/creatorName
Barnes, Amy Lee
Degree
Ph.D.
Dissertation note
(Department of Psychology).
Dissertation year
2014.
Granting institution
University of Missouri-Kansas City,
Index
no index present
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
  • theses
http://library.link/vocab/relatedWorkOrContributorName
Rempfer, Melissa V.
http://library.link/vocab/subjectName
  • Mental illness
  • Learning ability
  • Learning ability
Label
Learning potential in persons with serious mental illness : investigating intra-individual differences in the learning process, Amy Lee Barnes
Instantiates
Publication
Note
  • "A dissertation in Psychology."
  • Advisor: Melisa Rempfer
  • Vita
Antecedent source
not applicable
Bibliography note
Includes bibliographical references (pages 42-50)
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier.
Color
black and white
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent.
Contents
Introduction -- Review of literature -- Methodology -- Results -- Discussion
Control code
909912220
Dimensions
unknown
Extent
1 online resource (51 pages)
File format
one file format
Form of item
online
Level of compression
mixed
Media category
computer
Media MARC source
rdamedia.
Media type code
  • c
Quality assurance targets
not applicable
Specific material designation
remote
System control number
(OCoLC)909912220
System details
  • The full text of the dissertation is available as an Adobe Acrobat .pdf file; Adobe Acrobat Reader required to view the file
  • Mode of access: World Wide Web
Label
Learning potential in persons with serious mental illness : investigating intra-individual differences in the learning process, Amy Lee Barnes
Publication
Note
  • "A dissertation in Psychology."
  • Advisor: Melisa Rempfer
  • Vita
Antecedent source
not applicable
Bibliography note
Includes bibliographical references (pages 42-50)
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier.
Color
black and white
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent.
Contents
Introduction -- Review of literature -- Methodology -- Results -- Discussion
Control code
909912220
Dimensions
unknown
Extent
1 online resource (51 pages)
File format
one file format
Form of item
online
Level of compression
mixed
Media category
computer
Media MARC source
rdamedia.
Media type code
  • c
Quality assurance targets
not applicable
Specific material designation
remote
System control number
(OCoLC)909912220
System details
  • The full text of the dissertation is available as an Adobe Acrobat .pdf file; Adobe Acrobat Reader required to view the file
  • Mode of access: World Wide Web

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