QUANTITATIVE AND QUALITATIVE ASPECTS OF LEARNING AND MEMORY IN COMMONWHIPLASH PATIENTS - A 6-MONTH FOLLOW-UP-STUDY

Quantitative and qualitative aspects of learning and memory were asses sed in a series of 86 unselected common whiplash patients in a follow- up setting. Factors possibly interfering with learning and memory (e.g ., age, educational attainment, attentional functioning, headache, and utilized medication) were evaluated in conjunction. Cognitive functio ns were assessed soon after trauma (M = 7.3 days) and again 6 months l ater According to self-reported health status at 6 months, patients we re divided into asymptomatic (n = 58, i.e., fully recovered) and sympt omatic groups (n = 28). Both groups were then compared with respect to their test scores from baseline and follow-up examinations No systema tic differences in quantitative or qualitative aspects of learning and memory between the symptomatic and asymptomatic patient groups or bet ween patients and normal controls were found. In contrast, symptomatic patients were found to perform worse in attentional rests than asympt omatic patients at baseline examination. This might indicate that subj ective complaints of memory impairment or forgetfulness alter common w hiplash may not really reflect problems in learning and memory but rat her some degree of attentional deficit. Copyright (C) 1996 National Ac ademy of Neuropsychology