Altered emotional modulation of associative memory in first episode schizophrenia: An fMRI study
Bibliographic record
Abstract
Alterations of associative memory, resulting from perturbations within the medial temporal lobe, are well established in schizophrenia. So far, all the studies having examined associative memory in schizophrenia have limited ecological validity, as people experience various emotional stimuli in their life. As such, emotion must be taken into account in order to fully understand memory. Thus, we designed an fMRI study aimed at investigating neural correlates of the effects of emotions on associative memory in schizophrenia. Twenty-four first episode schizophrenia (FES) patients and 20 matched controls were instructed to memorize 90 pairs of standardized pictures during a scanned encoding phase. Each of the 90 pairs was composed of a scene and an unrelated object. Furthermore, trials were either neutral or emotional as a function of the emotional valence of the scene comprising each pair. FES patients exhibited lower performance for both conditions than controls, with greater deficits in regard to emotional versus neutral associations. fMRI analyses revealed that these deficits were related to lower activations in mnemonic and limbic regions. This study provides evidence of altered associative memory and emotional modulation in schizophrenia, resulting from dysfunctions in the cerebral networks underlying memory, emotion, and encoding strategies. Together, our results suggest that all these dysfunctions may be targets for new therapeutic interventions known to improve cognitive deficits in schizophrenia.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".