Significant improvements were observed in the domains of attention, verbal fluency, motor function, and executive functions.
Continuous antipsychotic treatment regardless of class was associated with improvement on verbal fluency, executive functions, and visual and verbal memory.
Improvement was observed in the domains of semantic verbal fluency, executive functions, visual memory, and auditory immediate memory.
Neuropsychological testing showed profound impairment in semantic fluency, executive functioning, attention, overall mental status, processing, and visual memory.
However, working memory, design fluency, visuospatial functions, comprehension, learning, and memory showed slowing in terms of age related improvement in malnourished children.
We conducted a randomized controlled trial involving 534 6- to 10-year-old urban and rural children who were assessed yearly for 5 years using a battery of tests of intelligence, achievement, language, memory, learning, visual spatial skills, verbal fluency, fine motor function, problem solving, attention, and executive function.
These analyses revealed an absence of consistent differences between the scores of children in the amalgam and composite treatment groups on a battery of neuropsychological tests that assessed a wide range of domains, including intelligence, achievement, language, memory, learning, visual spatial skills, verbal fluency, fine motor function, problem solving, attention, and executive function.
The PAC model of personality structure, functional fluency model of personal functioning, stroke theory on motivation, passivity and script theories of adult functional styles were taught experientially with examples from the Medical Education Scenario.
The test battery included measures of processing speed, attention, conflict resolution, verbal memory, working memory, verbal fluency, and executive function to evaluate multiple cognitive domains affected by schizophrenia.
BD I patients were more impaired than BD II and unipolar depressed patients in verbal fluency and executive function.
This is in line with two recent studies that found significant differences in processing speed, semantic fluency and executive function between persons with and without MetS [ 38, 39].
