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schizophrenia

n. a psychotic disorder characterized by disturbances in thinking (cognition), emotional responsiveness, and behavior, with an age of onset typically between the late teens and mid-30s. Schizophrenia was first formally described in the late 19th century by Emil Kraepelin, who named it dementia praecox; in 1908, Eugen Bleuler renamed the disorder schizophrenia (Greek, “splitting of the mind”) to characterize the disintegration of mental functions associated with what he regarded as its fundamental symptoms of abnormal thinking and affect. According to DSM–IV–TR, the characteristic disturbances must last for at least 6 months and include at least 1 month of active-phase symptoms comprising two or more of the following: delusions, hallucinations, disorganized speech, grossly disorganized or catatonic behavior, or negative symptoms (e.g., lack of emotional responsiveness, extreme apathy). These signs and symptoms are associated with marked social or occupational dysfunction. Some have argued (beginning with Bleuler) that disorganized thinking (see formal thought disorder; schizophrenic thinking) is the single most important feature of schizophrenia, but DSM–IV–TR and its predecessors have not emphasized this feature, at least in their formal criteria. DSM–5 retains essentially the same criteria but emphasizes that delusions, hallucinations, or disorganized speech must be among the symptoms required for diagnosis. It also eliminates the five distinct subtypes of schizophrenia previously described in DSM–IV–TR: catatonic schizophrenia, disorganized schizophrenia, paranoid schizophrenia, residual schizophrenia, and undifferentiated schizophrenia. —schizophrenic adj.

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Psychology term of the day

April 30th 2024

Abecedarian Project

Abecedarian Project

an early intervention demonstration project that began in the 1970s at the University of North Carolina at Chapel Hill, the goal of which was to enrich the lives of young children from low-income families. Four cohorts of children born between 1972 and 1977 were randomly selected as infants to a treatment group receiving a full-time educational intervention or to a control group receiving no intervention. Those in the intervention group were enrolled in a full-time child care center. The children began the program shortly after birth and attended until age 5. Follow-up studies were conducted with the children at ages 12, 15, and 21. The Abecedarian Project is one of the few early intervention enrichment programs to report improved cognitive test scores and other gains in participants into young adulthood relative to participants in the control condition. The mothers of children enrolled in the project also attained higher educational and employment status than the parents of children in the control group.