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Remediation Protocol Cognitive remediation therapy (–), to alleviate dysexecutive impairments was completed by 15 patients. It lasted 14 weeks (40 sessions of 60 min each: 2 sessions/week in the C3RP, 12 sessions at home) and comprised exercises on executive functions including attention, cognitive flexibility, planning, and memory. Clinical and Neuropsychological Assessment Clinical evaluation (Table ) comprised PANSS (), NSS (), and the Simpson-Angus Scale for rating abnormal movements (). Executive Function (Table ) was assessed by selective attention [D2 test ()], working memory [digit and spatial span of Wechsler Adult Intelligence Scale-III, WAIS-III ()], word processing speed (digit symbol-copy of WAIS-III), cognitive flexibility [Wisconsin Card-Sorting Test (WCST) (, )], action planning [zoo map test ()], problem solving [D-KEFS Tower Test ()], and inhibition [Stroop (, )]. The above neuropsychological tests have been shown to be reliable and valid in schizophrenia (i.e. Simcity 4 New York Region Download. , with test–retest correlation R >Gateway Nmz 500Se Manual - Download Free Apps more. 0.7 or Cronbach’s alpha >0.7): selective attention, D2 test (); WAIS-III (); WCST (); action planning, zoo map test (); problem solving, D-KEFS Tower Test (); Stroop (). Manual Dexterity Components Finger movements were measured with the FFM, as previously described ().

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Individual forces (of the index, middle, ring, and little finger) were sampled to a CED1401 (10 kHz sampling rate/digit) under Spike2v6, which provided real-time visual display of digit forces, target instructions or target forces. The Moberg pick-up test () gave a complementary functional measure of dexterity. FFM Tasks (i) Finger force tracking (Figure A) was used to measure the ability to precisely control fingertip forces. By varying the force on the piston with the finger, the subject controlled a cursor on a computer screen and was instructed to follow the target force as closely as possible. Each of the 48 trials (eight blocks of six trials, four blocks with 1 N, four with 2 N target force) consisted of a ramp-hold-and-release trajectory, followed by a resting-phase. (ii) Sequential finger tapping was used to assess the ability to learn and recall finger movement sequences. It consisted of a 5-tap finger sequence involving the four digits.

The subject was instructed by sequential visual cues to press the indicated piston as soon as the target appeared. Each of three different sequences (A, B, C) was repeated 10 times with visual cues (learning trials), and then repeated five times (trials without cues) from memory and as quickly as possible (recall). (iii) Single-finger tapping was used to test the performance of repetitive finger tapping at 1, 2, and 3 Hz.

After an initial tapping period (15 taps, with auditory cues) the subject was instructed to continue tapping at the same rate for a similar period, without auditory cues. (iv) Multi-finger tapping was used to quantify the independence of finger movements. Subjects were instructed to reproduce different finger tap configurations following a visual cue. The configurations varied trial-by-trial (pseudo-randomized) and consisted of one-finger taps (separate tap of index, middle, ring, or little finger) and two-finger configurations (simultaneous index-middle, index-ring, index-little, middle-ring, middle-little, or ring-little finger taps). Finger Force Manipulandum (FFM) setup and single subject force-tracking examples. (A) FFM with a screen providing visuomotor feedback during the finger force-tracking task. The yellow line on the screen represents the target force.