Citation

Bell MD, Vissicchio NA, Weinstein AJ. Drug Alcohol Depend. 2015; 159: 61-65.

Affiliation

Yale University School of Medicine, Department of Psychiatry, 300 George Street, Suite 901, New Haven, CT 06511, USA; Department of Veterans Affairs, Rehabilitation Research and Development Service, 950 Campbell Ave, West Haven, CT 06516, USA. Electronic address: andrea.weinstein@yale.edu.

Copyright

(Copyright © 2015, Elsevier Publishing)

DOI

10.1016/j.drugalcdep.2015.11.007

PMID

26684868

Abstract

BACKGROUND: This study examined visual and verbal learning in the early phase of recovery for 48 Veterans with alcohol use (AUD) and substance use disorders (SUD, primarily cocaine and opiate abusers). Previous studies have demonstrated visual and verbal learning deficits in AUD, however little is known about the differences between AUD and SUD on these domains. Since the DSM-5 specifically identifies problems with learning in AUD and not in SUD, and problems with visual and verbal learning have been more prevalent in the literature for AUD than SUD, we predicted that people with AUD would be more impaired on measures of visual and verbal learning than people with SUD.

METHODS: Participants were enrolled in a comprehensive rehabilitation program and were assessed within the first 5 weeks of abstinence. Verbal learning was measured using the Hopkins Verbal Learning Test (HVLT) and visual learning was assessed using the Brief Visuospatial Memory Test (BVMT).

RESULTS: Results indicated significantly greater decline in verbal learning on the HVLT across the three learning trials for AUD participants but not for SUD participants (F=4.653, df=48, p=0.036). Visual learning was less impaired than verbal learning across learning trials for both diagnostic groups (F=0.197, df=48, p=0.674); there was no significant difference between groups on visual learning (F=0.401, df=14, p=0.538).

DISCUSSION: Older Veterans in the early phase of recovery from AUD may have difficulty learning new verbal information. Deficits in verbal learning may reduce the effectiveness of verbally-based interventions such as psycho-education.

Language: en