Searching for the Right Word: Performance on Four Word-Retrieval Tasks Across Childhood

Kavé, Gitit; Kukulansky-Segal, Dorit; Abergel, Avraham; Herzberg, Osnat; Landa, Janna

doi:10.1080/09297049.2010.485124

Cited by 19 publications

(10 citation statements)

References 41 publications

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“…A recent study (Kasirer and Mashal, 2016) also reported the contribution of phonemic fluency, beyond age and gender, to the generation of creative metaphors among children and adolescents with ASD. Phonemic fluency demonstrates strategic searching, response initiation, monitoring, shifting, and flexibility (e.g., Kavé et al, 2010). Likewise, generating novel creative metaphors shares the ability to use uncommon and perhaps surprising patterns of thinking (Dietrich, 2004).…”

Section: Discussionmentioning

confidence: 99%

“…Alternatively, it has also been reported that phonemic fluency contributes to creative performance (as assessed by novel metaphor generation) in children with ASD (Kasirer and Mashal, 2016). Phonemic fluency involves strategic searching, retrieval abilities, response initiation monitoring, shifting, and flexibility (e.g., Kavé et al, 2010). The intact creative abilities among individuals with ASD in certain types of creative tasks apparently rely on different abilities than individuals with TD.…”

Section: Introductionmentioning

confidence: 99%

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Verbal and Figural Creativity in Children With Autism Spectrum Disorder and Typical Development

2020

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Previous studies have shown that individuals with autism spectrum disorder (ASD) demonstrate lower performance on creativity tasks. Yet, recent findings suggest that individuals with ASD are not necessarily impaired in verbal creativity, as measured by the novel metaphor generation task. The current study investigates verbal and figural creativity in 40 children with ASD (aged 11-14 years) and 39 peers with typical development (TD) (aged 11-15 years). We also tested the contribution of executive functions to the creative performance. A sentence completion questionnaire was used to test creative verbal generation, while a task of drawing non-existent objects was used to assess figural abilities. The results indicate that children with ASD generated a greater quantity of creative metaphors and showed greater use of a specific kind of representational change on the figural creativity task: cross-category insertions (e.g., a house with a tail). However, no correlation was found between the metaphor generation task and the use of cross-category insertions for either group. Results also showed that, whereas phonemic fluency contributed to the explained variance in novel metaphor generation in the ASD group, fluid intelligence, although only marginally, contributed to variance in novel metaphor generation in the TD group. These findings suggest that verbal creativity and figural creativity are two separate abilities relying on different cognitive resources. Our results show that those with ASD and TD differ in the cognitive abilities they use to perform the metaphor generation task. The research points to a unique creative cognition profile among children with ASD.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Verbal and Figural Creativity in Children With Autism Spectrum Disorder and Typical Development

2020

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“…Likewise, generating creative metaphors demonstrates the ability to break conventional or obvious patterns of thinking, adopt new or higher-order rules, and think conceptually and abstractly (Dietrich, 2004). Since executive skills continue to improve as the frontal lobes mature (Anderson, Anderson, Northam, Jacobs, & Catroppa, 2001;Fuster, 2002), success in fluency tasks might contribute to creativity because it relies on the maturation of the frontal lobes (Bittner & Crowe, 2006;Kavé et al, 2010). Future studies should use more sensitive tests to reveal what predicts success in metaphor generation.…”

Section: Discussionmentioning

confidence: 99%

Comprehension and Generation of Metaphoric Language in Children, Adolescents, and Adults with Dyslexia

Kasirer

Mashal

2016

Dyslexia

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Difficulties with figurative language comprehension were documented in adult dyslexia (DYS). In the present research, we investigated the comprehension and generation of metaphors in 37 children, 35 adolescents, and 34 adults with and without DYS. We also tested the contribution of executive function to metaphor processing. A multiple-choice questionnaire with conventional and novel metaphors was used to assess comprehension; a concept-explanation task was used to test conventional and novel metaphor generation (verbal creativity). The findings indicated differences between the dyslexic children and the control group in conventional metaphor comprehension. However, both groups performed similarly in the novel metaphor comprehension test. Furthermore, although children and adolescents with DYS showed similar performance in metaphor generation as their typically developing peers, adults with DYS generated more metaphors than controls. While scores on tests of verbal knowledge and mental flexibility contributed to the prediction of conventional metaphor comprehension, scores on non-verbal tests and mental flexibility contributed to the prediction of novel metaphor generation. Our findings suggest that individuals with DYS are not impaired in novel metaphor comprehension and metaphor generation and that metaphor comprehension and generation utilize different cognitive resources. Copyright © 2016 John Wiley & Sons, Ltd.

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“…It thus resembles tests of word retrieval that emphasize flexibility of access more than it resembles tests of vocabulary that focus on knowledge alone. Importantly, although the HMGT is not timed, Kavé, Kukulansky-Segal, Avraham, Herzberg, and Landa (2010) have recently shown that successful performance on the HMGT rises most steeply during childhood relative to performance on picture-naming and verbal fluency tests, suggesting that the HMGT might actually be more difficult to perform than the other tasks or that it might require a wider vocabulary than the other tests.…”

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confidence: 97%

Age-related differences in word-retrieval but not in meaning generation

Kavé

Mashal

2012

Aging, Neuropsychology, and Cognition

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This study examines age-associated changes in retrieval on a picture-naming task, phonemic and semantic fluency tasks, and the Homophone Meaning Generation Test (HMGT). The sample included 152 Hebrew-speaking adults, half young (mean age 22.75) and half old (mean age 76.05). Groups differed on the picture-naming task and on both verbal fluency tasks, but not on the HMGT. Age explained a greater share of the variance than did education level on these three tests, whereas the opposite pattern of results was seen on the HMGT. We suggest that age-related word finding difficulties are attenuated when performance allows for semantic rather than phonological access.

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Searching for the Right Word: Performance on Four Word-Retrieval Tasks Across Childhood

Cited by 19 publications

References 41 publications

Verbal and Figural Creativity in Children With Autism Spectrum Disorder and Typical Development

Verbal and Figural Creativity in Children With Autism Spectrum Disorder and Typical Development

Comprehension and Generation of Metaphoric Language in Children, Adolescents, and Adults with Dyslexia

Age-related differences in word-retrieval but not in meaning generation

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