Relationship Between Insight, Educational Background and Cognition in Schizophrenia

There is a paucity of research into the relationship between insight and variables including cognitive function, educational background and symptomatology in schizophrenia. Sixty-four patients with DSM-III-R diagnosis schizophrenia were assessed with the Schedule for Assessment of Insight, Mini Ment...

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Bibliographic Details
Published in:British journal of psychiatry 1996-06, Vol.168 (6), p.718-722
Main Authors: Macpherson, Rob, Jerrom, Bill, Hughes, Anthony
Format: Article
Language:English
Subjects:
Adult
Antipsychotic Agents - adverse effects
Antipsychotic Agents - therapeutic use
Awareness - drug effects
Background
Cognition
Cognition Disorders - diagnosis
Cognition Disorders - psychology
Cognitive ability
Cognitive functioning
Comparison
Compliance
Drugs
Education
Educational Status
Female
Humans
Insight
Intellectual ability
Intelligence - drug effects
Male
Medical diagnosis
Mental disorders
Mental Status Schedule
Multiple regression analysis
Patient Acceptance of Health Care
Patients
Psychiatric Status Rating Scales
Questionnaires
Regression analysis
Relationship
Schizophrenia
Schizophrenia - diagnosis
Schizophrenic Psychology
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Summary:There is a paucity of research into the relationship between insight and variables including cognitive function, educational background and symptomatology in schizophrenia. Sixty-four patients with DSM-III-R diagnosis schizophrenia were assessed with the Schedule for Assessment of Insight, Mini Mental State cognitive test, a new measure of knowledge about treatment (the Understanding of Medication Questionnaire), and educational background and compliance assessments. Insight scores correlated significantly with a range of variables. In a multiple regression analysis only knowledge about treatment and number of years in education explained a significant proportion of insight. Educational background and the intellectual ability required to learn complex concepts, such as models of mental illness, appear to be more important than previously considered. Research is limited by the lack of a generally accepted definition of insight.
ISSN:0007-1250
1472-1465
DOI:10.1192/bjp.168.6.718