Elsevier

Schizophrenia Research

Volume 190, December 2017, Pages 189-190
Schizophrenia Research

Letter to the Editor
Formal thought disorder and neurocognition in schizophrenia: The question of individual mechanisms

https://doi.org/10.1016/j.schres.2017.03.039Get rights and content

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Conflict of interest

The authors report no conflicts of interest in the reported research.

Contributors

ET was responsible for collecting the data, analysis and writing the manuscript. SR oversaw data collection and contributed to the manuscript.

Acknowledgments

The authors would like to thank the participants for their time.

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  • Cognitive correlates of ‘Formal Thought Disorder’ in a non-clinical sample with elevated schizotypal traits

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    The aetiology of FTD remains elusive; however, neuropsychological evidence consistently associates FTD with dysfunction of a range of cognitive (verbal and visual memory, processing speed and attention), higher-order executive (working memory, planning/problem solving, fluency and inhibition) and linguistic abilities (syntactic comprehension and processing of semantic information) in patients with schizophrenia (for meta-analyses, see Bora et al., 2019; Kerns and Berenbaum, 2002). PFTD and NFTD have also been distinguished by some different patterns of cognitive dysfunction (Bora et al., 2019; Tan and Rossell, 2017b; Tan and Rossell, 2019) and different neural underpinnings (systematic review, see Sumner et al., 2018). For example, Sans-Sansa et al. (2013) found that PFTD (‘fluent disorganization’ component) was negatively associated with left superior temporal gyrus and inferior operculum grey-matter volume, regions approximating Broca's and Wernicke's areas, respectively; and NFTD (poverty of content of speech) was associated with reduced medial frontal and orbitofrontal cortex bilaterally, regions purported to contribute to speech output.

  • Formal thought disorder in patients with first-episode schizophrenia: Results of a one-year follow-up study

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    Learning scores were correlated with disorganization and verbosity factors. This finding is in line with a previous study (Tan and Rossell, 2017). The verbal learning task we used requires continuous repetition of presented information, and poor learning performance would lead to distractibility of speech.

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