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首页> 外文期刊>The journal of ECT >The relationship between changes in learning and memory after right unilateral electroconvulsive therapy.
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The relationship between changes in learning and memory after right unilateral electroconvulsive therapy.

机译：正确的单侧电惊厥治疗后学习和记忆变化之间的关系。

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SUMMARY: OBJECTIVE We investigated whether the ability to learn new information, as opposed to recall information, would change significantly in depressed individuals treated by low- or high-dose right unilateral electroconvulsive therapy and tested whether change in learning explained changes in recall.METHOD Fifty-four depressed patients randomized to receive right unilateral electroconvulsive therapy (ECT) at approximately 2.25 times their seizure threshold (ST) or at doses greater than 2.25 times ST were evaluated for verbal and figural memory as well as verbal and figural learning both pre- and post-ECT. A subset of scores from the Rey Auditory Visual Learning Test and the Rey Figure Test were analyzed using analysis of variance and linear regression techniques.RESULTS Scores reflecting verbal learning decreased by a mean of approximately 50% immediately after a completed course of ECT as compared with pre-ECT verbal learning scores. Stratification of effect by dose of electrical charge revealed trends that did not achieve statistical significance. Approximately 8% of the change in delayed verbal recall was predicted by changes in verbal learning. Figural learning was not significantly changed in the aggregate (pre-versus post-treatment) or when the effect was stratified by electrical charge.CONCLUSIONS Verbal learning scores declined immediately after ECT, but the change in learning scores explained only a minor part of the observed changes in verbal recall. These findings support the notion that the deficits in delayed recall after ECT represent a relatively specific cognitive effect that is not completely explained by changes in other aspects of cognition such as learning.
机译：摘要：目的我们调查了在接受低剂量或高剂量右单侧电抽搐治疗的抑郁症患者中，学习新信息的能力（而不是回忆信息）是否会显着改变，并测试了学习的改变是否能解释回忆的改变。方法五十-对四名抑郁患者随机评估其癫痫发作阈值（ST）的2.25倍或剂量大于ST的2.25倍，进行右单侧电抽搐治疗（ECT）的言语和形象记忆以及言语和形象学习ECT后。使用方差分析和线性回归技术分析了Rey听觉视觉学习测验和Rey Figure测验的部分分数。结果ECT完成后，反映口头学习的分数立即平均下降了约50％。 ECT前的口语学习成绩。通过电荷剂量的效应分层显示出未达到统计显着性的趋势。言语学习的变化预测了延迟的语言回忆中约8％的变化。总体学习中（与治疗后相比）或通过电荷对效果进行分层时，形象学习没有显着变化。结论结论ECT后，口语学习得分下降，但学习得分的变化仅解释了观察到的一小部分语言回忆的变化。这些发现支持了这样一种观念，即ECT后延迟回忆的缺陷代表了一种相对特定的认知作用，而认知的其他方面（例如学习）的变化并不能完全解释这种认知作用。

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