Aim of the study:
To explore differences in working memory and learning between individuals with deficit schizophrenia (DS), non-deficit schizophrenia (NDS), and healthy controls (HC), and to assess whether working memory mediates the relationship between negative symptoms and learning in schizophrenia.

Subject or material and methods:
Twenty‑nine DS patients, 45 NDS patients, and 39 HC were assessed. Working memory and learning were measured using the Letter-Number Span Test, Spatial Span Subtest, Hopkins Verbal Learning Test – Revised, and Brief Visuospatial Memory Test – Revised. Psychopathological symptoms were evaluated with the Positive and Negative Syndrome Scale, Brief Negative Symptom Scale, and Self‑evaluation of Negative Symptoms.

Results:
DS patients scored lower on all working memory and learning measures compared with their NDS counterparts and HC. Despite similar learning profiles, DS patients exhibited significantly reduced performance. The mediation model showed good fit indices, suggesting that verbal and visual working memory significantly mediate the relationships between negative symptoms and both verbal and visual learning in patients with schizophrenia.

Discussion:
Patients with DS exhibit impairments in both verbal and visual working memory and learning. Nonetheless, the capacity for new learning is preserved, albeit to a reduced degree. These findings suggest working memory’s role as a neurocognitive mechanism linking negative symptoms to learning deficits in schizophrenia.

Conclusions:
Cognitive remediation programs for schizophrenia should incorporate tasks aimed at enhancing working memory.