Indiana University-Purdue University Indianapolis (IUPUI) / Formal thought disorder (FTD) is a debilitating symptom of psychosis. It is linked to functional deficits and generally demonstrates poor response to interventions. Metacognition has emerged as a potential therapeutic target that may be effective in reducing FTD, as metacognitive deficits and FTD both arise from disruptions in associative thought processes. This study’s primary aim was to determine whether FTD could be reduced with metacognitive therapy. Pre-post changes in FTD severity were assessed using clinician-rated and automated measures in 20 individuals with psychotic disorders who received 12 sessions of evidence-based metacognitive therapy. We also examined whether reductions in FTD were larger when assessed with automated instruments versus clinician-rated measures. Aim two compared associations between FTD and three outcome variables (social functioning, role functioning, metacognition) across FTD-measurement approach. Results indicated that automated FTD, but not clinician-rated FTD, was significantly reduced post-intervention. This effect was more robust within a subsample exhibiting greater levels of FTD. Strength of associations between FTD and outcome variables did not differ across FTD measurement approach. These findings provide initial evidence that a targeted metacognitive intervention can reduce FTD. Effects were strongest for automated instruments, which may be more sensitive to detecting change; however, differences in measurement type did not extend to associations with selected outcome variables. This study provides preliminary support for future efforts to reduce FTD. Large-scale studies with longer intervention periods may further our understanding of the effectiveness of metacognitive intervention on FTD.

<p>Disorganized speech is a core feature of schizophrenia. It is a key component of formal thought disorder (FTD). Recent work has tied disorganized speech to deficits in metacognition, or one’s ability to integrate experiences to form complex mental representations. In this study, we aimed to 1) explore the relationship between disorganized speech and metacognition and 2) compare trained rater and emerging automated analysis methods. Positive and Negative Syndrome Scale (PANSS) and Indiana Psychiatric Illness Interviews (IPII) were conducted; the IPII was coded for disorganized speech using the Communication Disturbances Index (CDI) and Coh-Metrix multidimensional indices. Metacognition was rated using the Metacognition Assessment Scale. We compared FTD (<i>n </i>= 16; PANSS conceptual disorganization ≥ 3) and non-FTD (<i>n</i> = 29; PANSS conceptual disorganization < 3) groups on metacognition and examined CDI and Coh-Metrix’s ability to account for variance in metacognition. We hypothesized that the FTD group would have lower metacognition and that both CDI and Coh-Metrix would account for significant variance in metacognition. Analyses indicated metacognition did not differ between groups and neither measure accounted for significant variance in metacognition. Results also showed that the CDI was able to distinguish the groups. Overall, results suggest little relationship between FTD and metacognition. Findings also indicate that trained rater measures of disorganized speech may have clinical utility in classifying FTD. Future research examining these constructs should address important limitations of this study by ensuring adequate levels of FTD in the study sample and by assessing neurocognition. </p>

<p>Formal thought disorder (FTD) is a debilitating symptom of psychosis. It is linked to functional deficits and generally demonstrates poor response to interventions. Metacognition has emerged as a potential therapeutic target that may be effective in reducing FTD, as metacognitive deficits and FTD both arise from disruptions in associative thought processes. This study’s primary aim was to determine whether FTD could be reduced with metacognitive therapy. Pre-post changes in FTD severity were assessed using clinician-rated and automated measures in 20 individuals with psychotic disorders who received 12 sessions of evidence-based metacognitive therapy. We also examined whether reductions in FTD were larger when assessed with automated instruments versus clinician-rated measures. Aim two compared associations between FTD and three outcome variables (social functioning, role functioning, metacognition) across FTD-measurement approach. Results indicated that automated FTD, but not clinician-rated FTD, was significantly reduced post-intervention. This effect was more robust within a subsample exhibiting greater levels of FTD. Strength of associations between FTD and outcome variables did not differ across FTD measurement approach. These findings provide initial evidence that a targeted metacognitive intervention can reduce FTD. Effects were strongest for automated instruments, which may be more sensitive to detecting change; however, differences in measurement type did not extend to associations with selected outcome variables. This study provides preliminary support for future efforts to reduce FTD. Large-scale studies with longer intervention periods may further our understanding of the effectiveness of metacognitive intervention on FTD. </p>

Indiana University-Purdue University Indianapolis (IUPUI) / Disorganized speech is a core feature of schizophrenia. It is a key component of formal thought disorder (FTD). Recent work has tied disorganized speech to deficits in metacognition, or one’s ability to integrate experiences to form complex mental representations. In this study, we aimed to 1) explore the relationship between disorganized speech and metacognition and 2) compare trained rater and emerging automated analysis methods. Positive and Negative Syndrome Scale (PANSS) and Indiana Psychiatric Illness Interviews (IPII) were conducted; the IPII was coded for disorganized speech using the Communication Disturbances Index (CDI) and Coh-Metrix multidimensional indices. Metacognition was rated using the Metacognition Assessment Scale. We compared FTD (n = 16; PANSS conceptual disorganization ≥ 3) and non-FTD (n = 29; PANSS conceptual disorganization < 3) groups on metacognition and examined CDI and Coh-Metrix’s ability to account for variance in metacognition. We hypothesized that the FTD group would have lower metacognition and that both CDI and Coh-Metrix would account for significant variance in metacognition. Analyses indicated metacognition did not differ between groups and neither measure accounted for significant variance in metacognition. Results also showed that the CDI was able to distinguish the groups. Overall, results suggest little relationship between FTD and metacognition. Findings also indicate that trained rater measures of disorganized speech may have clinical utility in classifying FTD. Future research examining these constructs should address important limitations of this study by ensuring adequate levels of FTD in the study sample and by assessing neurocognition.

nÃo hà / The research is a case study of a quantitative nature and aimed to evaluate the formal thought of the students of the Military College of Fortaleza (CMF) in the light of the theory of genetic epistemology of Jean Piaget. The population totals 800 students enrolled in grades (years) in primary education II (6th to 9th grade ) and high school (1st to 3rd year). Data were obtained with the application of a test of verbal intelligence test (reasoning) and the collections on age, sex , year ( range ) and the origin of the students information gazetted or non- gazetted and migrant or non- migrant, noted in the tab. The result achieved by each student in the reasoning test was associated with student performance on assessments of English language, mathematics and overall average (mean final of students in all courses taken in the year 2012) The result of the data analysis performed in software application SPSS (Statistical Package for Social Sciences) for Windows version 20.0 pointed to statically significant difference between gazetted and non- gazetted students. The initial hypothesis that migrant students could have difficulty learning because of the changing process was not confirmed by analysis of the search results. It found a similarity between the performance of students in the reasoning test and performance in internal assessments practiced by students of CMF. As regards the results by age, there was a confluence with Piaget's theory because the results showed performance improvement as age advances. The finding points to the importance of faculty and teaching staff perform their methodological and pedagogical - didactic actions with emphasis on the development of reasoning that proved they were not well developed and that students should pay attention to non- gazetted whose performance showed differences statically significant in relation to the gazetted students. / A pesquisa à um estudo de caso de natureza quantitativa e teve por finalidade avaliar o pensamento formal dos alunos do ColÃgio Militar de Fortaleza (CMF), à luz da teoria da epistemologia genÃtica de Jean Piaget. A populaÃÃo perfaz um total de 800 estudantes regularmente matriculados nas sÃries (anos) do ensino fundamental II (6 ao 9 ano) e no ensino mÃdio (1 ao 3 ano). Os dados foram obtidos com a aplicaÃÃo de um teste de inteligÃncia verbal (teste de raciocÃnio) e com as informaÃÃes coletas sobre idade, sexo, ano (sÃrie) e a origem dos estudantes: concursado ou nÃo-concursado e migrante ou nÃo-migrante, anotados em ficha de registro. O resultado alcanÃado por cada discente no teste de raciocÃnio foi relacionado com o desempenho dos alunos nas avaliaÃÃes de lÃngua portuguesa, matemÃtica e mÃdia global (mÃdia final dos alunos em todas as disciplinas cursadas no ano de 2012). O resultado da anÃlise dos dados realizada no software aplicativo SPSS (Statistical Package for the Social Sciences) para Windows versÃo 20.0 apontou para diferenÃa estaticamente significativa entre alunos concursados e nÃo-concursados. A hipÃtese inicial de que os alunos migrantes poderiam apresentar dificuldades de aprendizagem em razÃo do processo de constantes mudanÃas nÃo se confirmou pela anÃlise dos resultados da pesquisa. Constatou-se uma semelhanÃa entre o desempenho dos alunos no teste de raciocÃnio e o desempenho nas avaliaÃÃes internas praticadas pelos estudantes do CMF. No que se refere aos resultados por idade ocorreu uma confluÃncia com a teoria piagetiana porque os resultados apresentaram melhora de desempenho à medida que a idade avanÃava. A conclusÃo aponta para a importÃncia do corpo docente e da equipe pedagÃgica realizarem suas aÃÃes didÃtico-pedagÃgica-metodolÃgica com Ãnfase no desenvolvimento dos raciocÃnios que se mostraram nÃo estarem bem desenvolvidos e que se deve dedicar atenÃÃo aos alunos nÃo-concursados cujo desempenho apresentou diferenÃas estaticamente significativas em relaÃÃo aos alunos concursados.

Formal thought disorder (FTD), or disorganized speech, is one of the central signs of schizophrenia; however, little is known about the etiology of FTD. To identify new genetic loci associated with FTD, we conducted the first genome-wide association meta-analysis of two datasets of 835 cases of FTD and 2,694 controls with 729,454 single-nucleotide polymorphisms (SNPs). Logistic regression analysis of FTD as a binary trait, adjusted for age and sex, was performed using PLINK. For meta-analysis of two datasets, the fixed-effect model in PLINK was applied. Through meta-analysis we identified 61 SNPs associated with FTD with p < 10-4. The most significant association with FTD was observed with rs1783925 (p = 4.4 × 10-7) within PKNOX2 gene at 11q24.2 while the second interesting locus was rs2277644 (p = 1.18 × 10-5) within MYH13 at 17p13. Haplotype analyses of PKNOX2 and MYH13 loci further supported the associations with FTD. The third locus was PHF2 at 9q22.31 (the top SNP was rs12238738 with p = 2.08 × 10-5) while the fourth locus was GPC6 at 13q32 (the top SNP was rs17196161 with p = 3.12 × 10-5). In conclusion, we identified four new loci (PKNOX2, MYH13, PHF2, and GPC6) associated with FTD. These findings offer the potential for new insights into the pathogenesis of FTD and schizophrenia.

No description available.

A presente pesquisa busca compreender a psicogênese do pensamento combinatório. São analisados os mecanismos utilizados por estudantes do ensino médio para solucionar problemas experimentais de análise combinatória. Como base teórica é utilizada a Epistemologia Genética de Jean Piaget. Ela traz subsídios para compreender como esta noção é construída pelo sujeito. As hipóteses são baseadas na maneira pela qual alguns professores abordam não só a análise combinatória, mas também a maneira como os conteúdos de matemática são trabalhados ao longo dos anos escolares. A coleta de dados é feita de modo experimental e baseada no método clínico de Piaget. O pensamento dos sujeitos é analisado ressaltando suas semelhanças, enquanto estruturas de raciocínio, na construção das possibilidades. / This research seeks to comprehend the psychogenesis of combinatorial reasonig. We analyzed the mechanisms used by high school students to solve experimental combinatorics problems. As a theoretical basis is used Jean Piaget Genetic Epistemology. It illustrate how this concept is constructed by the subject. The hypothesis are based on manners which some teachers make the approach of combinatorics concept, and also the way mathematics contents are taught during school years. Data collection is done in on experimental way and based on Piaget clinical method. The thought of the subjects is analysed, emphasizing their likeness while reasoning structures that they show on the construction of the possibilities.

LOPES, Júlio César Vieira. Avaliação do pensamento formal dos alunos do Colégio Militar de Fortaleza. 2014. 90f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2014. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-04-29T14:44:21Z No. of bitstreams: 1 2014-DIS-JCVLOPES.pdf: 1052749 bytes, checksum: 5c5e6a987dc46541d102bd0e04fa56b6 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-04-29T15:09:05Z (GMT) No. of bitstreams: 1 2014-DIS-JCVLOPES.pdf: 1052749 bytes, checksum: 5c5e6a987dc46541d102bd0e04fa56b6 (MD5) / Made available in DSpace on 2014-04-29T15:09:05Z (GMT). No. of bitstreams: 1 2014-DIS-JCVLOPES.pdf: 1052749 bytes, checksum: 5c5e6a987dc46541d102bd0e04fa56b6 (MD5) Previous issue date: 2014 / The research is a case study of a quantitative nature and aimed to evaluate the formal thought of the students of the Military College of Fortaleza (CMF) in the light of the theory of genetic epistemology of Jean Piaget. The population totals 800 students enrolled in grades (years) in primary education II (6th to 9th grade ) and high school (1st to 3rd year). Data were obtained with the application of a test of verbal intelligence test (reasoning) and the collections on age, sex , year ( range ) and the origin of the students information gazetted or non- gazetted and migrant or non- migrant, noted in the tab. The result achieved by each student in the reasoning test was associated with student performance on assessments of English language, mathematics and overall average (mean final of students in all courses taken in the year 2012) The result of the data analysis performed in software application SPSS (Statistical Package for Social Sciences) for Windows version 20.0 pointed to statically significant difference between gazetted and non- gazetted students. The initial hypothesis that migrant students could have difficulty learning because of the changing process was not confirmed by analysis of the search results. It found a similarity between the performance of students in the reasoning test and performance in internal assessments practiced by students of CMF. As regards the results by age, there was a confluence with Piaget's theory because the results showed performance improvement as age advances. The finding points to the importance of faculty and teaching staff perform their methodological and pedagogical - didactic actions with emphasis on the development of reasoning that proved they were not well developed and that students should pay attention to non- gazetted whose performance showed differences statically significant in relation to the gazetted students. / A pesquisa é um estudo de caso de natureza quantitativa e teve por finalidade avaliar o pensamento formal dos alunos do Colégio Militar de Fortaleza (CMF), à luz da teoria da epistemologia genética de Jean Piaget. A população perfaz um total de 800 estudantes regularmente matriculados nas séries (anos) do ensino fundamental II (6º ao 9º ano) e no ensino médio (1º ao 3º ano). Os dados foram obtidos com a aplicação de um teste de inteligência verbal (teste de raciocínio) e com as informações coletas sobre idade, sexo, ano (série) e a origem dos estudantes: concursado ou não-concursado e migrante ou não-migrante, anotados em ficha de registro. O resultado alcançado por cada discente no teste de raciocínio foi relacionado com o desempenho dos alunos nas avaliações de língua portuguesa, matemática e média global (média final dos alunos em todas as disciplinas cursadas no ano de 2012). O resultado da análise dos dados realizada no software aplicativo SPSS (Statistical Package for the Social Sciences) para Windows versão 20.0 apontou para diferença estaticamente significativa entre alunos concursados e não-concursados. A hipótese inicial de que os alunos migrantes poderiam apresentar dificuldades de aprendizagem em razão do processo de constantes mudanças não se confirmou pela análise dos resultados da pesquisa. Constatou-se uma semelhança entre o desempenho dos alunos no teste de raciocínio e o desempenho nas avaliações internas praticadas pelos estudantes do CMF. No que se refere aos resultados por idade ocorreu uma confluência com a teoria piagetiana porque os resultados apresentaram melhora de desempenho à medida que a idade avançava. A conclusão aponta para a importância do corpo docente e da equipe pedagógica realizarem suas ações didático-pedagógica-metodológica com ênfase no desenvolvimento dos raciocínios que se mostraram não estarem bem desenvolvidos e que se deve dedicar atenção aos alunos não-concursados cujo desempenho apresentou diferenças estaticamente significativas em relação aos alunos concursados.

A presente pesquisa busca compreender a psicogênese do pensamento combinatório. São analisados os mecanismos utilizados por estudantes do ensino médio para solucionar problemas experimentais de análise combinatória. Como base teórica é utilizada a Epistemologia Genética de Jean Piaget. Ela traz subsídios para compreender como esta noção é construída pelo sujeito. As hipóteses são baseadas na maneira pela qual alguns professores abordam não só a análise combinatória, mas também a maneira como os conteúdos de matemática são trabalhados ao longo dos anos escolares. A coleta de dados é feita de modo experimental e baseada no método clínico de Piaget. O pensamento dos sujeitos é analisado ressaltando suas semelhanças, enquanto estruturas de raciocínio, na construção das possibilidades. / This research seeks to comprehend the psychogenesis of combinatorial reasonig. We analyzed the mechanisms used by high school students to solve experimental combinatorics problems. As a theoretical basis is used Jean Piaget Genetic Epistemology. It illustrate how this concept is constructed by the subject. The hypothesis are based on manners which some teachers make the approach of combinatorics concept, and also the way mathematics contents are taught during school years. Data collection is done in on experimental way and based on Piaget clinical method. The thought of the subjects is analysed, emphasizing their likeness while reasoning structures that they show on the construction of the possibilities.