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Effect of explicit instruction on Japanese Verbal Learning Test in schizophrenia patients
Naoki Hashimoto1, Mie Matsui, Ichiro Kusumi
1Department of Psychiatry, Graduate School of Medicine, Hokkaido University, Sapporo, Japan. hashinao@vega.ocn.ne.jp
Abstract:
After random assignment of 20 schizophrenia patients to either an explicit or normal instruction group, the Japanese Verbal Learning Test was administered to them. Results reveal that explicit instruction group patients demonstrated more improved memory performance using semantic clustering, suggesting that explicit and direct teaching facilitates patients' learning of information.
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