Table 3 Training to improve both neuro- and sociocognitive deficits

[27]

Social competence (interest, affect, fluency, clarity, focus) and neurocognition

Cognitive Remediation (CR) and Functional Adaptation skills training (FAST) Control: FAST or CR

Functional competence, information processing, verbal fluency, working memory, executive functioning, verbal memory

The early-course group had larger improvements in measures of processing speed and executive functions, adaptive competence and real-world work skills. Verbal memory, verbal fluency and social competence did not improve

None N = 39

[26]

Cognitive deficits and functional competence deficits

CR + skills training CR + Treatment-As-Usual (TAU) Skills training + TAU

Cognitive performance (reasoning, problem solving, processing speed, verbal memory, working memory)Social competence, functional competence, real-world functional behaviour

CR produced robust improvements in neurocognition, but not after functional skills training.Social competence improved with both type of training. Functional competence higher and more durable with combined treatment. Functional competence and real-world behavior was more likely when supplemental skills training and cognitive remediation were combined.

Control group N = 107

[108]

Neurocognition, social cognition and symptoms

Cognitive Enhancement Therapy (CET) or Enriched Supportive Therapy (EST)

Neurocognitive ability and processing speed, social cognition and cognitive style, social adjustment and symptomatology

CET improved social cognition, cognitive style, social adjustment and symptomatology during first year and neurocognition benefits were after 2 years

Control group N = 58

[109]

Sociocognition: social and emotional perception, attention, concentration, verbal memory

One program including 1) CR for neurocognition + 2) Social Skills Training for sociocognition and TAU

Verbal and non-verbal memory, attention, memory, executive functions, verbal fluency, self-care, underactivity, slowness in task execution, social withdrawal, participation in family life, functional outcome

Better efficacy in all measures for combined program compared to usual program

Placebo group N = 60

[110]

Organization, comparison and organization, orientation in space, relations, social skills, integrative thinking

CR on specific areas: organization, social skills, categorization

memory, thought process and self-concept, functional outcome

Experimental group showed improvements in cognitive abilities and daily functioning, no difference in self-concept

Placebo group N = 58

[111]

Sociocognition and neurocognition

Cognitive enhancement therapy (CET) or enriched supported therapy (EST)

Processing speed. neurocognition, cognitive style, social cognition, social adjustment and symptoms

12 months: improvement in neurocognition and processing speed 24 months: Same as 12 months and increase in cognitive style, social cognition and social adjustment

Control group N = 121

[112]

Neurocognitive and social-cognitive deficits

Cognitive enhancement therapy (CET) Enriched supportive therapy (EST)

Processing speed, Neurocognition, social cognition, cognitive style, social adjustment

Significant effect of CET on measures of processing speed, cognitive style, social cognition, and social adjustment. Only the neurocognitive composite is not significant at 36 months follow-up compared to the two years follow-up.

Control group N = 106

[113]

Symptoms, social adjustment, social cognition, cognitive style, neurocognition processing speed

CR and enriched supportive therapy (EST)

Symptoms, social adjustment, social cognition, cognitive style, neurocognition processing speed

Improvement in all domains for schizoaffective and schizophrenia patients. Except for schizophrenia, no improvement in processing speed

Control group N = 58

[114]

Neurocognition and sociocognition

Computerized neuroplasticity-based auditory training and Social cognition training (SCT)

Auditory perception, emotion identification, social perception, theory of mind tasks, all measures of the MATRICS

Gains in neurocognition Gains in emotion identification, social perception, and self-referential source memory.

None N = 19

[115]

Cognition (attention, memory), social perception, cognitive differentiation

CR + psychoeducational programme Psychoeducational programme

Symptoms, psychosocial functioning, attention, memory, executive functioning

Improvement in psychosocial functioning, reduced symptoms (except negative symptoms) and Improvements were observed for 8 of the 10 cognitive measures. Only verbal long term memory and executive functioning (cognitive flexibility) did not improve

Control group N = 25

[116]

Cognitive differentiation, attention, memory and social perception

CR

Symptoms, psychosocial functioning, attention, memory, executive functioning

Reduced in symptoms and psychosocial functioning, only verbal long term memory and executive functioning did not improve

Control group N = 25

[117]

Social cognition and problem solving, planning and memory

Cognitive-emotional rehabilitation (REC) and Problem Solving Training (PST)

Social and occupational functioning, working memory, psychomotor speed, verbal memory, executive functioning, verbal fluency, theory of mind

PST improved planning and memory, REC improved theory of mind and emotion recognition

None N = 24

[118]

Selective and Sustained attention, memory, conceptualization abilities, cognitive flexibility, social perception, verbal communication, social skills, and interpersonal problem solving

Cognitive remediation component of IPT

General attention, verbal memory, working memory, executive functions. Global social functioning, positive negative symptoms

Improvements verbal and working memory, improvements in negative and total symptom severity. Functional outcome mediated by improvement in cognitive domains

Control group N = 32

[119]

Selective and Sustained attention, memory, conceptualization abilities, cognitive flexibility, social perception, verbal communication, social skills, and interpersonal problem solving

Cognitive remediation component of IPT (IPT-cog) or computer-assisted cognitive remediation (CACR) Or rehabilitative interventions

Processing speed, working memory, memory in general, executive functioning, global social cognition

IPT and CACR improvements in all variables especially speed and processing and working memory and increase in functioning

Control group N = 90

DRILL AND PRACTICE

[120]

Attention, executive functioning, memory quality of life, interpersonal relations, social abilities, autonomy

CR and Standard Rehabilitation Training (SRT)

Verbal + working memory, psychomotor speed and coordination, selective and sustained attention, semantic and letter fluency, cognitive flexibility, daily functioning, interpersonal relations

CR + SRT improvements on executive function, attention and daily functioning

Control group N = 86

[121]

Emotion recognition deficits in the neural mechanisms involved in emotion recognition

Auditory-based cognitive training (AT) (Brain Fitness), social cognition training or non-specific computer games (CG).

Recognition of negative and positive emotions Poscentral gyrus activity (neural region known to support facial emotion recognition)

Greater pre-to-post intervention increase in postcentral gyrus activity during emotion recognition Results indicate that combined cognition and social cognition training impacts neural mechanisms that support social cognition skills.

Placebo group N = 22