Effects of desmopressin (DDAVP) on memory impairment following ...

Table 1. Results <strong>of</strong> the memory subscores in the case and control groups
between the three scores and showed a decrease
in the score in the control group.
For visual reproduction there was significant
statistical difference between the three evaluation
times, and a decrease in the ability <strong>of</strong> visual reproduction
through the ECT period was demonstrated.
Comparison <strong>of</strong> associate learning scores revealed
significant statistical difference and demonstrated
a decrease in associate learning through the ECT
period.
Results <strong>of</strong> comparison <strong>of</strong> the mean WMS gross
scales showed statistically significant differences
between the three scores (P ¼ 0.0001) and demonstrated
a decrease in WMS gross scale in the
control group during the course <strong>of</strong> ECT.
WMS memory quality mean scores for the first,
second, and third evaluation times were significantly
different, demonstrating a decrease in the
mean memory quality in the control group during
the course <strong>of</strong> ECT.
Results <strong>of</strong> the comparison <strong>of</strong> changes in
subscores between the case and control groups
The main results <strong>of</strong> this research with regard to the
difference between changes in memory subscores
were as follows.
Knowing personal and current information. Results
<strong>of</strong> a comparison <strong>of</strong> changes in scores in the two
groups for the different evaluation times were as
follows:
First time Second time Third time Paired t-test
Mean SD Mean SD Mean SD Times 1 and 2 Times 1 and 3 Times 2 and 3
Case group
Personal and current information memory 4.10 1.71 4.00 1.64 4.13 1.68 0.476 0.845 0.293
Time and place orientation 3.63 1.40 3.67 1.47 3.80 1.40 0.831 0.169 0.293
Mental control 4.77 3.05 4.97 2.86 4.93 2.77 0.363 0.517 0.801
Logical memory 5.48 3.43 5.90 3.79 6.45 3.63 0.138 0.002* 0.018*
Span for digits forwards and backwards 6.83 2.39 7.00 2.15 7.13 2.27 0.465 0.071 0.403
Visual memory 6.30 3.72 7.53 3.88 9.17 3.96 0.001* 0.001* 0.001*
Associate learning 9.10 5.18 9.68 4.70 10.15 4.99 0.266 0.019* 0.062
Gross WMS 40.38 16.24 42.78 16.31 45.40 16.77 0.003 0.0001* 0.0001*
Memory quality 73.27 17.62 75.70 18.55 79.13 19.32 0.005 0.0001* 0.0001*
Control group
Personal and current information memory 4.05 1.15 4.15 1.09 4.15 1.04 0.330 0.163 0.999
Time and place orientation 3.85 1.14 3.70 1.17 3.55 1.19 0.186 0.010* 0.267
Mental control 5.65 2.40 4.80 2.40 4.55 2.48 0.0001* 0.0001* 0.056
Logical memory 8.20 3.99 7.70 3.99 7.35 3.86 0.004* 0.0001* 0.015*
Span for digits forwards and backwards 7.60 2.86 7.05 2.86 6.60 3.12 0.001* 0.0001* 0.009*
Visual memory 7.90 2.80 6.80 2.80 5.90 2.59 0.0001* 0.0001* 0.0001*
Associate learning 10.15 3.79 9.15 3.79 8.60 3.68 0.0001* 0.0001* 0.004*
Gross WMS 47.50 14.84 43.55 14.84 40.80 14.89 0.0001* 0.0001* 0.0001*
Memory quality 80.15 16.32 75.45 16.32 72.60 15.40 0.0005* 0.0001* 0.0001*
WMS, Wechsler’s Memory Scale.
*Statistically significant (P < 0.05).
<strong>Effects</strong> <strong>of</strong> <strong>DDAVP</strong> on memory post-ECT
* For times 1 and 2 statistical comparison
between the two groups by t-test did not
show any statistically significant difference
(P ¼ 0.112).
* For times 1 and 3, the comparison <strong>of</strong> the two
groups revealed a statistically significant
difference (P < 0.0001).
* For times 2 and 3, the difference was statistically
significant (Table 2).
Time and place orientation. Results <strong>of</strong> a comparison
<strong>of</strong> the changes in time and place orientation
subscores in the two groups for the different
evaluation times were as follows:
* For times 1 and 2, statistical comparison
between the two groups by t-test showed
statistically significant difference (P < 0.0001),
with a decrease in the mean scores in the
control group compared with the case group
after ECT.
* For times 1 and 3, there was a statistically
significant difference.
* For times 2 and 3, the result was statistically
significant (Table 2).
Mental control. A comparison <strong>of</strong> the changes
in mental control scores in the two groups for
the different evaluation times revealed the
following:
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