***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: Objective : To examine if a cognitive remediation program could be a positive supplement to a psychoeducational treatment program for adolescents with early onset psychosis The main aim of this study is to demonstrate the feasibility and efficacy of a Neuropsychological Educational Approach to Cognitive Remediation ( NEAR )  in Japan . This multi-site study used a quasi-experimental design . Fifty-one patients with schizophrenia or schizoaffective disorder participated . The NEAR program consisted of two 1-h computer sessions per week and an additional group meeting session lasting 30 to 60 min once a week . The subjects completed 6 months of NEAR sessions before being assessed . Moreover , taking into consideration the possible practice effect , we assessed 21 control patients twice with an interval of 6 months . We assessed cognitive function by using the Japanese version of the Brief Assessment of Cognition in Schizophrenia ( BACS-J ) . Consequently , the NEAR group showed significant improvement in overall cognitive function , and in comparison with the control group , these findings were generally similar except for motor speed . Although the present study has its limitations , it demonstrates that the NEAR is feasible in Japan as well as it is in Western countries An emerging body of research has shown that computer-assisted cognitive remediation , consisting of training in attention , memory , language and /or problem-solving , produces improvement in neurocognitive function that generalizes to untrained neurocognitive tests and may also impact symptoms and work functioning in patients with schizophrenia . The active ingredient of these interventions , however , remains unknown as control groups in these studies have typically included few , if any , of the elements of these complex behavioral treatments . This study compared the effects of an extended ( 12-month ) , st and ardized , computer-assisted cognitive remediation intervention with those of a computer-skills training control condition that consisted of many of the elements of the experimental intervention , including hours spent on a computer , interaction with a clinician and non-specific cognitive stimulation .  Forty-two patients with schizophrenia were r and omly assigned to one of two conditions and were assessed with a comprehensive neuropsychological test battery before and after treatment . Results revealed that cognitive-remediation training produced a significant improvement in working memory , relative to the computers-skills training control condition , but that there was overall improvement in both groups on measures of working memory , reasoning/executive-function , verbal and spatial episodic memory , and processing speed . Taken together , these findings suggest that specific practice in neurocognitive exercises targeted at attention , memory and language , produce improvements in neurocognitive function that are not solely attributable to non-specific stimulation associated with working with a computer , interacting with a clinician or cognitive challenge , but that non-specific stimulation has a salutary effect on neurocognition as well Patients with schizophrenia have consistently been found to exhibit cognitive deficits , particularly in memory , which have been suggested to mediate functional outcomes . Several recent review s of cognitive retraining have concluded that these deficits respond to training , although the sustainability of cognitive improvement following completion of training has not been adequately evaluated . Most studies had small sample s and very short follow-up periods . As part of a larger study , we examined performance on two memory tasks in two groups of participants : those who received computerized cognitive remediation training in addition to work therapy ( n=45 ) , vs. those who only received work therapy ( n=49 ) .  Computerized cognitive remediation included hierarchical training on a computerized digit span task and a computerized words serial position task . Assessment s using the same computerized tasks were made at three time points : baseline , end of active intervention , and 6-month follow-up . Compared to the active control condition ( work therapy only ) , the group receiving computerized cognitive remediation in addition to work therapy showed significantly greater improvements on the trained digit span task following training . These improvements were maintained at the 6-month follow-up . There were no significant group differences on the word serial position task at any time point . Results indicate that computerized training can lead to sustained improvements on some , but not all , training tasks Objectives : To investigate the effectiveness of a long established intervention , occupational therapy for people with psychotic conditions , and to inform future research design s. Design : A pilot r and omized controlled trial . Setting : Two community mental health teams in a UK city . Participants : Forty-four adults with schizophrenia or other psychotic conditions , and functional problems . Interventions : Twelve months of individualized occupational therapy in community setting s , as an adjunct to usual care and compared to treatment as usual . A two to one r and omization ratio was used in favour of occupational therapy . Outcome measures : Social Functioning Scale , Scale for the Assessment of Negative Symptoms and employment . Results : Both groups ' scores on Social Functioning Scale and Scale for the Assessment of Negative Symptoms showed significant improvement over 12 months . The Social Functioning Scale overall mean difference for occupational therapy was 2.33 , P=0.020 and for treatment as usual was 6.17 , P=0.023 . The Scale for the Assessment of Negative Symptoms total mean difference for occupational therapy was -16.25 , P<0.001 and for treatment as usual was -17.36 , P= 0.011 . There were no differences between the two groups on any of the outcome measures . After 12 months the occupational therapy group showed clinical ly significant improvements that were not apparent in the control group . These were in four subscales of the Social Functioning Scale : relationships , independence performance , independence competence and recreation . Out of 30 people receiving occupational therapy  those with a clinical level of negative symptoms reduced from 18 ( 64 % ) to 13 ( 46 % ) , P=0.055 . Conclusion : This pilot study suggested that individualized occupational therapy may contribute to recovery but more focus is recommended on people 's cognitive abilities and employment Cognitive impairment and deficits in social skills have been largely documented in patients with schizophrenia and are increasingly recognized as rate-limiting factors for recovery . Evidence has been provided that cognitive training and social skills training ( SST ) are effective to treat cognitive and social skills impairment in schizophrenia ; however , the translation of improved performance on cognitive or social skills tasks into improved functional outcome is controversial . According to recent review s , interventions providing cognitive training in conjunction with psychosocial rehabilitation have a greater impact on functional outcome than either intervention alone suggesting that the two treatment approaches may work together in a synergistic fashion . The present pilot study was design ed to test the hypothesis that an integrated rehabilitation program , including individualized cognitive and SST , is more effective than the structured leisure activities ( SLA ) carried out in many Italian Mental Health Departments . The primary outcome measure was subjects ’ personal and social functioning as assessed by the Interview for the assessment of disability . The study is based on a controlled design including r and omization to treatment groups , blind assessment s and stable pharmacological treatment . Subjects were recruited among patients attending three psychiatric facilities located in the Italian region Campania . Thirty patients were r and omized to the experimental program “ social skills and neurocognitive individualized training ” ( SSANIT ) , and 30 to SLA . The two programs were matched for the overall duration as well as frequency and duration of the sessions . The two groups of patients did not differ at baseline on psychopathology , neurocognitive and personal/social functioning . After 6 months of treatment , personal and social functioning was significantly better in patients assigned to SSANIT than in those assigned to usual rehabilitation activities practice d in Mental Health Departments . No advantage was observed for either program on psychopathological and cognitive outcome indices . As for other integrated programs , also for SSANIT further studies are needed to verify generalization and persistence of the observed gains , and to clarify most adequate length and doses of the therapeutic intervention as well as the relative contribution of each program component to its impact on subjects ’ disability The study examined changes in visual attention in schizophrenia following training with a social-cognitive remediation package design ed to improve facial emotion recognition ( the Micro-Expression Training Tool ; METT ) . Forty out- patients with schizophrenia were r and omly allocated to active training ( METT ; n=26 ) , or repeated exposure ( RE ; n=14 ) ; all completed an emotion recognition task with concurrent eye movement recording . Emotion recognition accuracy was significantly improved in the METT group , and this effect was maintained after one week . Immediately following training , the METT group directed more eye movements within feature areas of faces ( i.e. , eyes , nose , mouth ) compared to the RE group . The number of fixations directed to feature areas of faces was positively associated with emotion recognition accuracy prior to training . After one week , the differences between METT and RE groups in viewing feature areas of faces were reduced to trends . However , within group analyses of the METT group revealed significantly increased number of fixations to , and dwell time within , feature areas following training which were maintained after one week . These results provide the first evidence that improvements in emotion recognition following METT training are associated with changes in visual attention to the feature areas of emotional faces . These findings support the contribution of visual attention abnormalities to emotion recognition impairment in schizophrenia , and suggest that one mechanism for improving emotion recognition involves re-directing visual attention to relevant features of emotional faces Cognitive deficits are a major determinant of social and occupational dysfunction in schizophrenia , and new treatments are needed that address these impairments . The current study determined whether neurocognitive enhancement therapy ( NET ) in combination with work therapy ( WT ) would show improvement in performance on neuropsychological tests that endured 6 months after completion of training . A total of 145 participants with schizophrenia or schizoaffective disorder were r and omly assigned to NET + WT or WT alone . NET included computer-based training on attention , memory , and executive function tasks . WT included paid work activity in job placements at the medical center . Neuropsychological assessment was performed at baseline , at the end of the 6-month active intervention , and 12 months after training began . Repeated measures multivariate analyses of variance revealed greater neuropsychological improvements on working memory ( p < 0.05 ) and executive function ( p < 0.05 ) for the NET + WT group over the 12 months . Both groups showed sustained improvements on verbal and nonverbal memory BACKGROUND Cognitive deficits are a major determinant of social and occupational dysfunction in schizophrenia . In this study , we determined whether neurocognitive enhancement therapy ( NET ) in combination with work therapy ( WT ) would improve performance on neuropsychological tests related to but different from the training tasks . METHODS Sixty-five patients with schizophrenia or schizoaffective disorder were r and omly assigned to NET plus WT or WT alone . Neurocognitive enhancement therapy included computer-based training on attention , memory , and executive function tasks ; an information processing group ; and feedback on cognitive performance in the workplace . Work therapy included paid work activity in job placements at the medical center ( eg , mail room , grounds , library ) with accompanying supports .  Neuropsychological testing was performed at intake and 5 months later . RESULTS Prior to enrollment , both groups did poorly on neuropsychological testing . Patients receiving NET + WT showed greater improvements on pretest-posttest variables of executive function , working memory , and affect recognition . As many as 60 % in the NET + WT group improved on some measures and were 4 to 5 times more likely to show large effect-size improvements . The number of patients with normal working memory performance increased significantly with NET + WT , from 45 % to 77 % , compared with a decrease from 56 % to 45 % for those receiving WT . CONCLUSIONS Computer training for cognitive dysfunction in patients with schizophrenia can have benefits that generalize to independent outcome measures . Efficacy may result from a synergy between NET , which encourages mental activity , and WT , which allows a natural context for mental activity to be exercised , generalized , and reinforced The goal of this study was to investigate the impact of Attention Process Training ( APT ) on cognitive functioning in schizophrenia . Twenty-four patients with schizophrenia were r and omly assigned to one of the two following conditions : training by means of APT or no training . The dependent variables included measures of attention , memory and executive functions derived from a cancellation task , dichotic listening , dual task , Trail Making Test , Paced Auditory Serial Addition Task , Everyday Attention Question naire , Spain-Complutense Verbal Learning Test and Wisconsin Card Sorting Test ( WCST ) . All participants were also rated on measures of positive and negative symptoms . The tasks were administrated to all participants at baseline . Participants in the training group received individual intensive APT twice a week , whereas the control group did not receive training . All participants were subsequently retested on the same tests . Although , contrary to expectations , neither group improved on clinical and information-processing measures of attention and memory , patients in the trained group had a significantly higher performance on executive function ( as measured by the WCST ) than did the control group . We conclude that it is feasible to use practice in attention to remediate executive function deficits in schizophrenia OBJECTIVE The relationship between psychopathology and cognitive functioning in schizophrenia is of interest , both for an underst and ing of the nature of the disease , and for comprehensive treatment planning . The aim of this study was to investigate how psychiatric symptoms affect , and are affected by , cognitive remediation . METHOD Fifty-four psychiatric in patients received either cognitive remediation exercises ( remediation group ) or no cognitive intervention ( control group ) . The subjects ' scores on tests of cognition and on the Positive and Negative Symptoms Scale ( PANSS ) were measured before , after the 10 session treatment , and again 4 weeks post treatment . RESULTS Only the remediation group showed significant and persistent improvement on all three PANSS Subscales as well as on the Positive Symptoms and Depression Factors . There were no significant between-group differences on any PANSS pre/posttreatment change scores . Baseline measures of psychopathology did not correlate meaningfully 
    Output:
    
We found that  drill and practice training  is used more often to retrain neurocognitive deficits while  drill and strategy training  is used more frequently in the context of sociocognitive remediation .