Swedish norms for word fluency tests: FAS, animals and verbs

Tallberg, Ing-Mari; Ivachova, E.; Tinghag, K. Jones; Östberg, Per

doi:10.1111/j.1467-9450.2008.00653.x

Cited by 133 publications

(141 citation statements)

References 31 publications

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“…The subject was cued with a letter (F, A, S) and had to generate as many words as possible within a minute (FAS-test, Friedman et al, 1998;Loonstra et al, 2001). The Swedish norm, depending on age and gender, is predictive of intellectual level (Tallberg et al, 2008). Lastly, a Reading task selected from the Swedish exam for university students was used.…”

Section: Disorders (Bedömning Av Subtila Språkstörningar [Assessment mentioning

confidence: 99%

Right-hemispheric brain activation correlates to language performance

et al. 2010

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Language function in the right-hemispheric homologues of Broca"s and Wernicke"s areas does not only correlate with left-handedness or pathology, but occurs naturally in righthanded healthy subjects as well. In the current study, two non-invasive methods of assessing language lateralization are correlated with behavioral results in order to link hemispheric dominance to language ability in healthy subjects.Functional Magnetic Resonance Imaging (fMRI) together with a sentence-completion paradigm was used to determine region-specific lateralization indices in the left-and rightsided Broca"s and Wernicke"s areas, the frontal temporal lobe, the anterior cingulate cortex and the parietal lobe. In addition, dichotic listening results were used to determine overall language lateralization and to strengthen conclusions by correlating with fMRI indices.Results showed that fMRI lateralization in the superior parietal, the posterior temporal, and the anterior cingulate cortices correlated to dichotic listening. A decreased right ear advantage (REA), which indicates less left-hemispheric dominance in language, correlated with higher performance in most administered language tasks, including reading, language ability, fluency, and non-word discrimination. Furthermore, right hemispheric involvement in the posterior temporal lobe and the homologue of Broca"s area suggests better performance in behavioral language tasks. This strongly indicates a supportive role of the right-hemispheric counterparts of Broca"s and Wernicke"s areas in language performance.

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Section: Disorders (Bedömning Av Subtila Språkstörningar [Assessment mentioning

confidence: 99%

Right-hemispheric brain activation correlates to language performance

et al. 2010

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“…This might have occurred because their samples only included elderly (Machado et al, 2009) or young and middle-aged adults (Buriel et al, 2004;Villodre et al, 2006). Nevertheless, other studies have investigated different age groups and have not found the age effect either (Hughes & Bryan, 2002;Steiner et al, 2008;Tallberg et al, 2008). Such discordant fi ndings may be explained by differences in the sample sizes, inclusion criteria, and statistical analyses used in each study.…”

Section: Age Effects In Verbal Fluency Task Performancementioning

confidence: 55%

“…Conversely, there is evidence of an education effect, showing that highly educated outperform low education individuals (Buriel, Gramunt Fombuena, Böhm, Rodés, & Peña-Casanova, 2004;Butman et al, 2000;Kosmidis, Vlahou, Panagiotaki, & Kiosseoglou, 2004;Peña-Casanova et al, 2009;Rami, Serradell, Bosch, Villar, & Molinuevo, 2007;Van Der Elst, Van Boxtel, Van Breukelen, & Jolles, 2006;Villodre et al, 2006). However, some investigations present different fi ndings (Buriel et al, 2004;Hughes & Bryan, 2002;Machado et al, 2009;Steiner, Mansur, Brucki, & Nitrini, 2008;Tallberg, Ivachova, Tingha, & Östberg, 2008;Tombaugh, Kozak, & Rees, 1999;Villodre et al, 2006), most likely due to population sampling and data analysis heterogeneous methods, such as reduced time for word searching. Ardila, Ostrosky-Solis, Rosselli, and Gomez (2000) proposed that education plays a complex role in cognition through the lifespan, in a way a single relationship between age and education cannot be established.…”

mentioning

confidence: 99%

Unconstrained, phonemic and semantic verbal fluency: age and education effects, norms and discrepancies

Zimmermann¹,

Parente²,

Joanette³

et al. 2014

Psicol. Reflex. Crit.

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Objective: To present performance norms and discrepancy score of three one-minute verbal fl uency tasks (VFTs); to investigate age and education effects; to analyze the differences between time intervals; and to investigate whether these differences varied according to age and education. Method: Three hundred adults divided into three age groups (19-39; 40-59; 60-75) and two groups of educational level (2 to 7 years; 8 years or more) performed unconstrained, semantic, and phonemic VFTs. We compared the performance of the groups using two-way ANOVA with post-hoc Bonferroni test. The depression scale score was covariate. The time interval of verbal fl uency was the variable used for subjects' comparison (repeated measures ANOVA). Results and conclusions: Our results suggest that there are age and education effects on phonemic and unconstrained VFTs. We also found an interaction between those variables in the semantic VFT (time intervals and total time) and in the differences between semantic and phonemic tasks. The repeated measures analysis revealed age effects on semantic VFTs and education effects on the phonemic and semantic VFTs. Such fi ndings are relevant for clinical neuropsychology, contributing to avoid false-positive or false-negative interpretation. Keywords: Neuropsychology, psychological tests, age groups, educational level, cognition. ResumoObjetivo: Esse estudo teve como objetivo apresentar normas de desempenho e discrepância em três tarefas de fl uência verbal de um minuto e investigar os efeitos de idade e escolaridade. Além disso, investigamos as diferenças entre os intervalos de tempo e se essas diferenças variaram em função da idade e escolaridade. Método: Participaram 300 adultos divididos em três grupos de idade (19-39; 40-59; 60-75) e anos de escolaridade (2 a 7; 8 ou mais), avaliados com tarefas de fl uência verbal livre, fonêmica ou semântica. O desempenho entre grupos foi comparado por uma two-way ANOVA com post-hoc Bonferroni, com o escore da escala de depressão como co-variável. A variável de comparação intragrupos foi o tempo da fl uência verbal (ANOVA medidas repetidas). Resultados e conclusões: Os resultados indicaram efeitos principais de idade e escolaridade nas tarefas ortográfi ca e livre, e uma interação entre essas variáveis na tarefa semântica (intervalos e total), e na discrepância entre as tarefas semântica e ortográfi ca. A análise de medidas repetidas demonstrou efeitos principais de idade na tarefa semântica e de educação nas tarefas semântica e ortográfi ca. Tais achados são relevantes para futuras interpretações de dados clínicos, evitando assim falsos positivos ou negativos. Palavras-chave: Neuropsicologia, testes psicológicos, grupos de idade, escolaridade, cognição.Verbal fl uency tasks (VFT) are a traditional paradigm for neuropsychological assessment. Performance on cognitive tasks may vary depending on socio-demographic and cultural factors, like age and education. In this context,

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“…Five seconds is also the given time for word generation during fMRI. As a comparison, the normative value for Swedish people at ages from 30 to 64 with ≤12 years of education is 42 words/minute (20). In addition, the test with sentence reading and completion outside the scanner showed that most patients probably did not have enough time to complete the sentences during the given time for fMRI scanning, which was 3 s. However, in most cases they were able to find a suitable word.…”

Section: Discussionmentioning

confidence: 99%