Ignite Creation Date:
2024-10-26 @ 3:37 PM
Last Modification Date:
2024-10-26 @ 3:37 PM
Study NCT ID:
NCT06547996
Status:
NOT_YET_RECRUITING
Last Update Posted:
None
First Post:
2024-08-03
Brief Title:
Effects of tES Combined With Retrieval Practice on Semantic Memory in Patients With Schizophrenia
Sponsor:
None
Organization:
None
Study Overview
Official Title:
Effects of Transcranial Electrical Stimulation Combined With Retrieval Practice on Semantic Memory in Patients With Schizophrenia
Status:
NOT_YET_RECRUITING
Status Verified Date:
2024-08
Last Known Status:
None
Delayed Posting:
No
If Stopped, Why?:
Not Stopped
Has Expanded Access:
No
If Expanded Access, NCT#:
N/A
Has Expanded Access, NCT# Status:
N/A
Acronym:
None
Brief Summary:
The semantic processing deficit stands as a central feature of cognitive abnormalities in schizophrenia Both transcranial electrical stimulation tES and retrieval practice have been demonstrated as external techniques capable of ameliorating the semantic processing deficit in individuals with schizophrenia The inquiry examines whether the combined effect of tES and retrieval practice following tES intervention targeting the left dorsolateral prefrontal cortex L-DLPFC in patients with schizophrenia contributes to the preservation of semantic memory in these individuals
Investigators plan to recruit 60 patients diagnosed with schizophrenia from hospitals Treatment is administered by two examiners each patient receives transcranial electrical stimulation2mA20min with simultaneous learning of word lists Each participant of each stimulation type was involved in both learning conditions meaning that all participants completed both retrieval and restudy learning and testing Subsequently Investigators observed their immediate and delayed memory performance through tests
Investigators plan to recruit 60 patients diagnosed with schizophrenia from hospitals Treatment is administered by two examiners each patient receives transcranial electrical stimulation2mA20min with simultaneous learning of word lists Each participant of each stimulation type was involved in both learning conditions meaning that all participants completed both retrieval and restudy learning and testing Subsequently Investigators observed their immediate and delayed memory performance through tests
Detailed Description:
1 Stimulation phase
In the tDCS group the anode was placed over the left DLPFC F3 and the cathode was placed over the contralateral supraorbital area FP2 A direct current of 2mA was applied for 20 minutes during each stimulation session In the tACS group the anode was placed in the F3 region of the left dorsolateral prefrontal cortex DLPFC and the cathode was placed in the right supraorbital region Fp2 and the current used was 2 mA AC at 40 Hz with a stimulation time of 20 min In the sham group the stimulation parameters including the stimulation site and duration were identical to those of the anodal group However during the 10-second ramp-up and ramp-down periods before and after stimulation patients were unaware that the current was turned off
2 Learning phase
The experimental procedure followed the classic retrieval practice paradigm which included a learning phase and a final test phase
During the experiment participants were informed that they would learn two lists of words Subsequently they might either learn the words again or complete a list recall test and will be given a final test shortly thereafter The learning of the retrieval practice list and the restudy list was conducted in a randomly balanced manner Each word was presented for 5 seconds with a 500-millisecond interval between words To avoid providing secondary retrieval cues between examples all words were shuffled pseudo-randomly within categories Each list contained 17 words consisting of 5 examples from each of the 3 experimental categories 15 experimental examples 2 filler examples The first and last words presented in each list were filler words thus controlling for the primacy and recency effects on memory
For the retrieval practice list participants underwent two learning sessions and two retrieval sessions S-T-S-T During retrieval participants were instructed to write down all the words they had just remembered within 5 minutes For the restudy list participants underwent four study sessions S-S-S-S Between each learning cycle participants completed a 3-minute simple arithmetic task dispersed attention task
3 Testing phase
Immediate Test Participants were instructed to recall as many words as possible from the learned lists within 10 minutes after completing all learning tasks
Delayed Test Participants were informed to recall as many words as possible from the learned lists within 10 minutes 24 hours later
In the tDCS group the anode was placed over the left DLPFC F3 and the cathode was placed over the contralateral supraorbital area FP2 A direct current of 2mA was applied for 20 minutes during each stimulation session In the tACS group the anode was placed in the F3 region of the left dorsolateral prefrontal cortex DLPFC and the cathode was placed in the right supraorbital region Fp2 and the current used was 2 mA AC at 40 Hz with a stimulation time of 20 min In the sham group the stimulation parameters including the stimulation site and duration were identical to those of the anodal group However during the 10-second ramp-up and ramp-down periods before and after stimulation patients were unaware that the current was turned off
2 Learning phase
The experimental procedure followed the classic retrieval practice paradigm which included a learning phase and a final test phase
During the experiment participants were informed that they would learn two lists of words Subsequently they might either learn the words again or complete a list recall test and will be given a final test shortly thereafter The learning of the retrieval practice list and the restudy list was conducted in a randomly balanced manner Each word was presented for 5 seconds with a 500-millisecond interval between words To avoid providing secondary retrieval cues between examples all words were shuffled pseudo-randomly within categories Each list contained 17 words consisting of 5 examples from each of the 3 experimental categories 15 experimental examples 2 filler examples The first and last words presented in each list were filler words thus controlling for the primacy and recency effects on memory
For the retrieval practice list participants underwent two learning sessions and two retrieval sessions S-T-S-T During retrieval participants were instructed to write down all the words they had just remembered within 5 minutes For the restudy list participants underwent four study sessions S-S-S-S Between each learning cycle participants completed a 3-minute simple arithmetic task dispersed attention task
3 Testing phase
Immediate Test Participants were instructed to recall as many words as possible from the learned lists within 10 minutes after completing all learning tasks
Delayed Test Participants were informed to recall as many words as possible from the learned lists within 10 minutes 24 hours later
Study Oversight
Has Oversight DMC:
None
Is a FDA Regulated Drug?:
None
Is a FDA Regulated Device?:
None
Is an Unapproved Device?:
None
Is a PPSD?:
None
Is a US Export?:
None
Is an FDA AA801 Violation?:
None