dc.contributor.author | Cámara, Silvia | |
dc.contributor.author | Contador, Israel | |
dc.contributor.author | Herrero, Paula | |
dc.contributor.author | Ruisoto, Pablo | |
dc.contributor.author | Sánchez, Abraham | |
dc.contributor.author | Cuellar, Luis | |
dc.contributor.author | López, Rebeca | |
dc.contributor.author | Fournier, Mª Concepción | |
dc.contributor.author | Ramos, Francisco | |
dc.date.accessioned | 2021-10-14T08:45:15Z | |
dc.date.available | 2021-10-14T08:45:15Z | |
dc.date.issued | 2021 | |
dc.identifier.citation | Cámara, S., Contador, I., Herrero, P., Ruisoto, P., Sánchez, A., Cuellar, L., López, R., Fournier, M. C., & Ramos, F. (2021). The role of education in executive functions, behavioral problems and functional performance in people with schizophrenia. Neuropsychology, 35(4), 366–373. https://doi.org/10.1037/neu0000679 | es_ES |
dc.identifier.issn | 0894-4105 | |
dc.identifier.uri | http://hdl.handle.net/10810/53365 | |
dc.description | Published, May 2021 | es_ES |
dc.description.abstract | This cross-sectional study examined the influence of education on executive functions, behavioral
problems and functional performance in people with chronic schizophrenia. Method: Our sample was composed of
116 subjects with a schizophrenia diagnosis (evolution time = 17.5 ± 9.5 years) from consecutive referrals to the
Rehabilitation Unit of Benito Menni Hospital (Valladolid, Spain). All participants completed an extensive
standardized protocol including a neuropsychological testing of executive functions (processing speed, working
memory, inhibition, interference control, mental flexibility), the assessment of behavioral symptoms, and functional
performance. Hierarchical regression models (HRMs) were carried out to determine whether education (in years)
relates to executive functions after controlling for the effect of demographics, IQ, and clinical factors. Results: Both
IQ and years of education were associated with a later onset of the illness. Specifically, high education (in years)
significantly correlated with fewer behavioral problems and better functional performance in daily life. Further,
HRMs showed that education was associated with digit span and sematic verbal fluency tasks after controlling for
the effect of age, sex, and IQ as covariates. Conclusions: Higher education may ameliorate executive deficits in
patients with chronic schizophrenia and, in turn, diminish the behavioral and functional problems of the illness | es_ES |
dc.language.iso | eng | es_ES |
dc.publisher | Neuropsychology | es_ES |
dc.rights | info:eu-repo/semantics/openAccess | es_ES |
dc.subject | education | es_ES |
dc.subject | cognitive reserve | es_ES |
dc.subject | schizophrenia | es_ES |
dc.subject | executive functions | es_ES |
dc.subject | psychological and behavioral symptoms | es_ES |
dc.title | The Role of Education in Executive Functions, Behavioral Problems and Functional Performance in People With Schizophrenia | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.rights.holder | © 2021 American Psychological Association | es_ES |
dc.relation.publisherversion | https://doi.apa.org/home | es_ES |
dc.identifier.doi | 10.1037/neu0000679 | |