Basic learning functions among young adults coping with schizophrenia

Abstract

The purpose of the study was to examine specific learning functions among people coping with schizophrenia and the possibility of a relationship between the different aspects of learning function (e.g., reading or writing) and the severity of the mental illness. We hypothesized that (a) the basic learning functions of people with schizophrenia after the first episode of the disease would be low compared with the general population, but (b) there would be broad intra-individual variance in the degree of damage to the different functions, and (c) this intra-individual variance would be associated with the severity of the illness. The sample comprised 38 schizophrenia patients, ages 20–37, who were hospitalized in two psychiatric hospitals in northern Israel. The learning functions were examined using MATAL, a computerized set of standardized tests and questionnaires developed for the diagnosis of learning disabilities among higher education students in Israel. The results supported the first two hypotheses; the learning functions of the participants were significantly lower than the norm in the general population on all tasks and there was variance among individuals regarding the different functions. However, inconsistent with our third hypothesis, no correlation was found between this variance and the severity of the illness. The findings provide initial support for the presence of learning disabilities among patients with schizophrenia. Further research is recommended to better understand this subject and evaluate the need for diagnosis and intervention.