Quantitative and qualitative aspects of learning and memory in common whiplash patients: A 6-month follow-up study

Quantitative and qualitative aspects of learning and memory were assessed 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 functions were assessed soon after trauma (M=7.3 days) and again 6 months later. According to self-reported health status at 6 months, patients were divided into asymptomatic (n=58, i.e., fully recovered) and symptomatic groups (n=28). Both groups were then compared with respect to their test scores from baseline and follow-up examinations. No systematic differences in quantitative or qualitative aspects of learning and memory between the symptomatic and asymptomatic patient groups or between patients and normal controls were found. In contrast, symptomatic patients were found to perform worse in attentional tests than asymptomatic patients at baseline examination. This might indicate that subjective complaints of memory impairment or forgetfulness after common whiplash may not really reflect problems in learning and memory but rather some degree of attentional deficit.