Abstract
The independent variables were Premorbid History (Poor, Good), Evaluation (Censure, Praise, Non-evaluation) and Information on how-to-improve (Presence or Absence). The two dependent variables were the differences in performance on equivalent forms on each of two cognitive tasks. Results, as obtained from analysis of variance of the difference scores on each task showed that, when information on how to improve was presented to a group of schizophrenic Ss, the poor premorbids, regardless of what type of evaluation they received, showed a significantly greater increment in performance than the good premorbids. When no information was given on how to improve, regardless of type of evaluation given, the poor premorbids showed a significantly greater deficit in their performance compared with the good premorbid group. Different explanations of schizophrenic deficit are discussed in evaluation of the findings.
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