© 1999 by Oxford University Press and the Maryland Psychiatric Research Center (MPRC)
Risperidone versus Haloperidol on Secondary Memory: Can Newer Medications Aid Learning?
Assistant Research Psychologist, University of California at Los Angeles (UCLA) Department of Psychiatry and Biobehavioral Sciences (DPBS)
Professor, UCLA/DPBS, and Health Sciences Specialist, Department of Veterans Affairs VISN 22 Mental Illness Research, Education, and Clinical Center (MIRECC)
Assistant Clinical Professor, UCLA/DPBS, and Psychiatrist, Las Posadas Service Center Camarillo, CA
Professor, UCLA/DPBS, and Chief, Schizophrenia Inpatient Treatment Unit, WLAVAMC
Assistant Professor, UCLA/DPBS, and Co-Chief, Schizophrenia Inpatient Treatment Unit, WLAVAMC
Assistant Professor of Psychiatry, Mount Sinai School of Medicine New York, NY
Professor, UCLA/DPBS, Chief of Psychiatry, West Los Angeles VA Medical Center (WLAVAMC), and Director, MIRECC
Professor, UCLA/DPBS, and Chief, Methodology and Statistical Support Unit, UCLA Center for Research on Treatment and Rehabilitation of Psychosis
Reprint requests should be sent to Dr. R.S. Kern, West Los Angeles VA Medical Center, 11301 Wilshire Blvd. (MIRECC 210A), Los Angeles, CA 90073
The introduction of the new generation of antipsychotic medications for the treatment of schizophrenia has been accompanied by a growing interest in the neurocognitive effects of these drugs. The present study compared the effects of risperidone and haloperidol on secondary memory in a group of treatment-resistant schizophrenia patients. The study design included a baseline phase and two double-blind phases in which patients were randomly assigned to medication under two different dose conditions (fixed dose and flexible dose). Secondary memory was assessed at baseline, fixed-dose, and flexible-dose phases, using the California Verbal Learning Test (CVLT). Six measures were selected, which formed three factors (general verbal learning ability, retention, and learning strategy). Risperidone-treated patients showed greater improvement than haloperidol-treated patients in general verbal learning ability, a finding characterized by significant treatment effects on CVLT measures of learning acquisition, recall consistency, and recognition memory. After controlling for benztropine status, differences on the measures of learning acquisition and recall consistency remained significant, and differences in recognition memory weakened slightly (p=0.07). No significant treatment effects were noted on retention or learning strategy. These findings suggest that risperidone may exert a facilitating effect on the acquisition of new verbal information, an effect that does not appear to be due to the activation of semantic encoding strategies.
Keywords: Risperidone / haloperidol / verbal learning / memory / California Verbal Learning Test (CVLT)
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