This therapy consisted of 20 indivi

This therapy consisted of 20 individual sessions, each of which lasted for 60 minutes with participants completing two sessions per week for about 18 weeks. A psychologist conducted CACR on a computer using the Rehacome® software. This program enables patient progression and feedback. Four cognitive functions were trained using diverse exercises: attention / concentration, working memory and executive functions. For more details about the Rehacome modules, visit the Rehacome website at http: “www.hasomeb.de. One month and three months after the completion of the training, a follow up assessment was carried out. No contacts were made between the members of the research team and the participants during this period. The tasks applied at pretest, posttest and follow up were all the same as those used during the training.
Attention and Concentration (REHA-AUFM)
In the procedure, attention and concentration (REHA-AUFM), a separately presented picture is compared to a matrix of picture. The patient should recognize a picture (symbols, items, animals or abstract figures) shown separately and select it from a matrix. The abilities to differentiate and concentrate are taught simultaneously.
Memory (REHA-MEMO)
In the training procedure, “topological (or visual- spatial) memory (REHA-MEMO)”, every training task is divided into two stages: the acquisition stage and the reproduction stage. In the acquisition stage, the patient’s task is to memorize the content and the placement of the pictures. During the reproduction stage, the pictures are covered with one picture displayed separately (with no cover). The patient’s task is to locate the picture’s pair from the matrix of the covered pictures.
Attention and Vigilance
This program aims to improve vigilance or sustained attention, and it trains the ability to sustain attention over a relatively long period while items are presented under time- critical conditions. The client’s task is to monitor a conveyor belt and pick out the items that differ in one or more details from the sample objects. Objects moving past on objects moving past the conveyor belt must be continuously compared with one or more sample objects.
Memory-Physiognomic Memory
This program uses realistic material to train clients to recognize faces and assign names and occupations to faces. Faces are displayed from different perspectives. The client decides whether he/she saw this person before. At higher levels of difficulty, the client is also required to memorize additional information (the person’s name and occupation). The client must memorize the faces that are present in the learning phase, and then he/she is asked to recognize them in a sequence of pictures. At higher levels of difficulty, a name and an occupation are assigned to each face, and the client must then find the face that goes with a particular name or occupation.
Statistical Analysis
First, we compared the group members on the demographic, clinical and cognitive measures at baseline using t – tests (continuous variables) and chi – square analyses (categorical variables.)
Second, we used an analysis of repeated measures. Measures of pretest, posttest, follow-up1 and follow-up 2 were used as the time factor and PANSS (positive – negative signs as a group) as the between factor. In addition, we examined the effect of interaction Time* group.

Results (Indonesian) 1:

Terapi ini terdiri dari 20 sesi individu, masing-masing berlangsung selama 60 menit dengan peserta yang menyelesaikan dua sesi per minggu selama sekitar 18 minggu. Seorang psikolog dilakukan CACR pada komputer yang menggunakan perangkat lunak Rehacome ®. Program ini memungkinkan pasien perkembangan dan umpan balik. Empat fungsi kognitif dilatih menggunakan beragam latihan: perhatian / konsentrasi, bekerja memori dan eksekutif fungsi. Untuk detail selengkapnya tentang modul Rehacome, kunjungi website Rehacome http: "www.hasomeb.de. Satu bulan dan tiga bulan setelah selesainya pelatihan, tindak lanjut penilaian dilakukan. Tidak ada kontak yang dibuat antara anggota tim peneliti dan peserta selama periode ini. Tugas diterapkan pada pretest, posttest dan follow up adalah sama dengan yang digunakan selama pelatihan. Perhatian dan konsentrasi (REHA-AUFM) Dalam prosedur, perhatian dan konsentrasi (REHA-AUFM), gambaran secara terpisah disajikan dibandingkan matriks gambar. Pasien harus mengenali gambar (simbol, item, hewan atau abstrak angka) ditunjukkan secara terpisah dan pilih dari matriks. Kemampuan untuk membedakan dan berkonsentrasi diajarkan secara bersamaan. Memori (REHA-MEMO) In the training procedure, “topological (or visual- spatial) memory (REHA-MEMO)”, every training task is divided into two stages: the acquisition stage and the reproduction stage. In the acquisition stage, the patient’s task is to memorize the content and the placement of the pictures. During the reproduction stage, the pictures are covered with one picture displayed separately (with no cover). The patient’s task is to locate the picture’s pair from the matrix of the covered pictures. Attention and Vigilance This program aims to improve vigilance or sustained attention, and it trains the ability to sustain attention over a relatively long period while items are presented under time- critical conditions. The client’s task is to monitor a conveyor belt and pick out the items that differ in one or more details from the sample objects. Objects moving past on objects moving past the conveyor belt must be continuously compared with one or more sample objects. Memory-Physiognomic Memory This program uses realistic material to train clients to recognize faces and assign names and occupations to faces. Faces are displayed from different perspectives. The client decides whether he/she saw this person before. At higher levels of difficulty, the client is also required to memorize additional information (the person’s name and occupation). The client must memorize the faces that are present in the learning phase, and then he/she is asked to recognize them in a sequence of pictures. At higher levels of difficulty, a name and an occupation are assigned to each face, and the client must then find the face that goes with a particular name or occupation. Statistical Analysis First, we compared the group members on the demographic, clinical and cognitive measures at baseline using t – tests (continuous variables) and chi – square analyses (categorical variables.) Second, we used an analysis of repeated measures. Measures of pretest, posttest, follow-up1 and follow-up 2 were used as the time factor and PANSS (positive – negative signs as a group) as the between factor. In addition, we examined the effect of interaction Time* group.