Random Letter Generation and the Prediction of Fluency Test Performance

2007 ◽  
Author(s):  
David A. Abwender ◽  
Coletta L. Fry
Keyword(s):  
Test Performance ◽  
Random Letter ◽  
Fluency Test

scholarly journals Characteristics of verbal fluency in patients with a primary episode of bipolar affective disorder

2020 ◽  
Keyword(s):  
Depressive Symptoms ◽  
Affective Disorder ◽  
Test Performance ◽  
Verbal Fluency ◽  
High Speed ◽  
Bipolar Affective Disorder ◽  
Rapid Change ◽  
Verbal Fluency Test ◽  
Manic Symptoms ◽  
Fluency Test

A study was conducted using the verbal fluency test of 153 patients with a primary episode of bipolar affective disorder: with prevalence of depressive symptoms (44 men and 75 women), with prevalence of manic symptoms (15 men and 8 women), and with simultaneous presence of depressive symptoms and manic symptoms phase change (6 men and 5 women). Significant impairment of test performance in patients with depression with respect to phonetic and semantic verbal fluency was revealed: the average number of words per letter "K" per 60 sec. in all patients 14,1±2,7 words, in men – 13,8±3,1 words, in women - 14,3±2,4 words, on the letter "P" – 12,5±2,8 respectively words, 12.3±3.2 words, 12.6±2.6 words, "Male Names" – 13.1±2.6 words respectively, 12.8±3.0 words, 13.3±2,4 words; "Fruits / furniture" – 12.0±2.4 words, 11.9±2.8 words, 12.1±2.1 words. Deterioration in the performance of semantic and phonemic verbal fluency test reflects the state of bradypsychism inherent in patients with depressive variant, which manifests a slow thinking rate, difficulty concentrating attention, motor inhibition, deterioration of operational capacity, rapid exhaustion. In patients with a maniacal variant, the high speed of the test is offset by a large number of errors due to the chaotic mental activity, instability and scattering of attention, the difficulty of maintaining focus of attention: the indicators were respectively 21.7±5.7 words, 22.5±5.7 words, 20,3±6.0 words; 20.3±5.6 words, 21.1±5.5 words, 19.0±5.9 words; 20.5±5.4 words, 21.2±5.2 words, 19.1±5.7 words; 19.5±5.4 words, 20.2±5.2 words, 18.1±5.7 words. In patients with mixed variants, the indicators of verbal fluency are reduced due to the influence of complex polymorphic symptoms with rapid change of state: respectively 16.5±5.6 words, 18.2±6.1 words, 14.4±4.8 words; 14.5±5.4 words, 16.2±5.7 words, 12.4±4.8 words; 15.4±5.4 words, 17.0±5.8 words, 13.4±4.8 words; 13.9±5.0 words, 15.5±5.3 words, 12.0±4.3 words. The differences in scores across all subtests in all groups between men and women are statistically insignificant (p>0.05).

Performance of Older Japanese American Adults on Selected Cognitive Instruments

2013 ◽  
Vol 19 (7) ◽  
pp. 773-781 ◽  
Author(s):  
Nobuko Kemmotsu ◽  
Yurika Enobi ◽  
Claire Murphy
Keyword(s):  
Test Performance ◽  
Verbal Learning ◽  
The United States ◽  
Demographic Variables ◽  
Cognitive Test ◽  
Japanese American ◽  
Trail Making Test ◽  
Third Generation ◽  
Trail Making ◽  
Fluency Test

AbstractThis study examined cognitive test performance of second- and third-generation Japanese American (JA) adults, a relatively homogeneous Asian American subgroup. Sixty-five JA and 65 non-Hispanic White (NHW) adults, ages between 45 and 91, were administered the Boston Naming Test-2 (BNT), Letter Fluency Test, Semantic Fluency Test, California Verbal Learning Test (CVLT), Brief Visuospatial Memory Test-Revised (BVMT-R), and Trail Making Test. Levels of acculturation, quality of educational attainment, and generation status in the United States, were also collected. There were no significant differences in the scores between the two groups on the tests administered. JA and NHW groups, however, differed in the patterns of the associations between some of the test performance and demographic variables. JA adults showed a stronger age-score relationship on BNT, CVLT, and the BVMT-R. Furthermore, second-generation JA adults performed lower than the third-generation adults even after controlling for basic demographic variables on CVLT and Trail Making Test. Acculturation on the other hand did not explain score differences once demographic variables were considered. Our results suggest the importance of considering unique history and characteristics of ethnic groups, and interactions of the aging process and culture on tasks with different cognitive demands. (JINS, 2013, 19, 1–9)

scholarly journals Verbal Fluency Test in Children with Neurodevelopmental Disorders

2020 ◽  
Vol 11 (01) ◽  
pp. 095-099
Author(s):  
Esteban Vaucheret Paz ◽  
Celeste Puga ◽  
Christy Ekonen ◽  
Paula Pintos ◽  
Isabel Lascombes ◽  
...  
Keyword(s):  
Executive Functions ◽  
Scale Score ◽  
Test Performance ◽  
Neurodevelopmental Disorders ◽  
Verbal Fluency ◽  
Neuropsychological Test ◽  
Semantic Fluency ◽  
Cross Sectional ◽  
Verbal Fluency Test ◽  
Fluency Test

Abstract Background The verbal fluency task is a widely used psychometric test to account for cognitive functions, particularly, verbal and executive functions. Being an easy and fast test to administer, it is a good neuropsychological tool in low technology environments. Our objective was to analyze the performance in verbal fluency of Spanish-speaking children with neurodevelopmental disorders. Methods We performed a retrospective cross-sectional study to analyze the performance of children who had undergone a verbal fluency test in a neuropsychological assessment. Results We included 115 participants. There were 41 (35.65%) participants with low intellectual performance (LIP), 63 (54.78%) with attention deficit hyperactive disorder (ADHD), and 11(9.57%) participants with dyslexia. Participants with LIP showed lower phonological and semantic fluency scores than participants with ADHD, and a lower performance in semantic fluency than the dyslexia group. The probability of having LIP was 6.12 times greater when somebody had a scale score lower than 7 in the phonological task and it was 7.9 times greater when the scale score was lower than 7 in the semantic task. Conclusion There was a direct relationship between Full Scale Intelligence Quotient and verbal fluency test performance, the latter being a brief and effective neuropsychological test that can reveal deficit not only in executive functions and verbal abilities but also detect LIP.

scholarly journals A cross-linguistic comparison of category verbal fluency test (ANIMALS): a systematic review

2019 ◽  
Vol 35 (2) ◽  
pp. 213-225 ◽  
Author(s):  
Alfredo Ardila
Keyword(s):  
Test Performance ◽  
Verbal Fluency ◽  
Native Language ◽  
Neuropsychological Test ◽  
Cognitive Test ◽  
Semantic Fluency ◽  
Linguistic Information ◽  
Verbal Fluency Test ◽  
European Languages ◽  
Fluency Test

Abstract Background Cross-linguistic information about performance in neuropsychological verbal tests is extremely scarce. It has been suggested that verbal fluency test using animal fluency test is one of the few tests fulfilling the fundamental criteria desirable in a robust neuropsychological test. Objective To compare and establish cross-linguistic information about performance in the animal fluency test. Results In an extensive search, it was found that norms for the semantic fluency test using the category ANIMALS are available in 15 different languages. These languages represent a relatively broad spectrum of world languages, including not only Indo-European languages, but also Semitic, Sino-Tibetan, Austroasiatic, Dravidian, and even Amerindian languages. Normative data in these 15 languages are analyzed and the results are compared. Conclusions It is concluded that (a) pure linguistic factors, such as type of language and word-length, seemingly do not significantly affect the performance in this test; (b) two major demographic variables—age and education—account for a significant percentage of the variance in this test; the effect of sex seems to be neglectable; (c) in bilinguals, when the native language has few speakers and/or is a marginalized language, a very low score can be observed in the native language, even lower than in the second language; (d) there is a frequently overlooked major factor accounting for differences in cognitive test performance: the effort made in performing the test. It depends on the significance given to the test performance. Effort is quite variable across cultures and is higher in psychometric-oriented societies.

scholarly journals Validity and Reliability of the Polish Adaptation of the Ruff Figural Fluency Test

2015 ◽  
Vol 19 (1) ◽  
pp. 58-76 ◽  
Author(s):  
Emilia Łojek ◽  
Joanna Stańczak ◽  
Agnieszka Wójcik ◽  
Bernice Marcopulos
Keyword(s):  
Test Performance ◽  
Brain Lesions ◽  
Validity And Reliability ◽  
Reliability Indices ◽  
Gender Education ◽  
Polish Version ◽  
Polish Adaptation ◽  
Ruff Figural Fluency Test ◽  
Figural Fluency ◽  
Fluency Test

Abstract Normative studies of the Polish adaptation of Th e Ruff Figural Fluency Test (RFFT) were conducted on 475 men and women aged 16-79, taking into consideration such factors as gender, education, and place of residence. Clinical studies were also performed on a group of patients with left -, right-, or bilateral hemispheric brain lesions, Parkinson’s disease, Huntingon’s disease, progressive obturational lung disease, dementia and depression. Th e results support the utility of the RFFT as a measure of executive functions. Th e validity and reliability indices of the Polish version of the test are similar to those reported by Ruff (1996). However, the sample Polish test performance differs notably from American samples performance and this difference is discussed.

scholarly journals The FAS fluency test in Brazilian children and teenagers: executive demands and the effects of age and gender

2014 ◽  
Vol 72 (1) ◽  
pp. 55-62 ◽  
Author(s):  
Natália Martins Dias ◽  
Alessandra Gotuzo Seabra
Keyword(s):  
Working Memory ◽  
Test Performance ◽  
Verbal Fluency ◽  
Memory Test ◽  
Age And Gender ◽  
Brazilian Sample ◽  
Trail Making ◽  
And Gender ◽  
Generation Test ◽  
Fluency Test

The FAS Verbal Fluency Test is widely used in neuropsychological clinical services and research. This study investigated the contributions of different executive functions, age and gender to FAS test performance in a sample of children and teenagers divided into two groups: G1 comprised 263 children aged 6-10 years, and G2 comprised 150 teenagers aged 10-14 years. All participants were assessed using the Cancellation Attention Test, the Auditory Working Memory Test, the Visual Working Memory Test, the Semantic Generation Test, and the Trail Making Test, in addition to the FAS test. For G1, age, auditory working memory and shifting were predictors of FAS performance. For G2, gender, auditory working memory, shifting and inhibition comprised the FAS explanatory model. The study contributed to our understanding of which are the best predictor variables for the FAS test in a Brazilian sample and how executive demands change with age.

Biracial Testing: The Question of Clinicians' Influence on Children’s Test Performance

1977 ◽  
Vol 8 (1) ◽  
pp. 5-14 ◽  
Author(s):  
David L. Ratusnik ◽  
Roy A. Koenigsknecht
Keyword(s):  
Clinical Setting ◽  
Test Performance ◽  
Test Scores ◽  
Preschool Age ◽  
Speech And Language ◽  
Black And White ◽  
Drawing Test ◽  
Lower Socioeconomic ◽  
Preschool Age Children

Six speech and language clinicians, three black and three white, administered the Goodenough Drawing Test (1926) to 144 preschoolers. The four groups, lower socioeconomic black and white and middle socioeconomic black and white, were divided equally by sex. The biracial clinical setting was shown to influence test scores in black preschool-age children.

A Comparison of Four Adolescent Language Tests

1987 ◽  
Vol 18 (3) ◽  
pp. 250-266 ◽  
Author(s):  
R. Jane Lieberman ◽  
Ann Marie C. Heffron ◽  
Stephanie J. West ◽  
Edward C. Hutchinson ◽  
Thomas W. Swem
Keyword(s):  
Test Performance ◽  
Sixth Grade ◽  
Significant Discrepancy ◽  
Language Impaired ◽  
Language Functions ◽  
Language Tests ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
Overall Performance ◽  
Selection Of

Four recently developed adolescent language tests, the Fullerton Test for Adolescents (FLTA), the Test of Adolescent Language (TOAL), the Clinical Evaluation of Language Functions (CELF), and the Screening Test of Adolescent Language (STAL), were compared to determine: (a) whether they measured the same language skills (content) in the same way (procedures); and (b) whether students performed similarly on each of the tests. First, respective manuals were reviewed to compare selection of subtest content areas and subtest procedures. Then, each of the tests was administered according to standardized procedures to 30 unselected sixth-grade students. Despite apparent differences in test content and procedures, there was no significant difference in students' performance on three of the four tests, and correlations among test performance were moderate to high. A comparison of the pass/fail rates for overall performance on the tests, however, revealed a significant discrepancy between the proportions of students identified in need of further evaluation on the STAL (20%) and the proportion diagnosed as language impaired on the three diagnostic tests (60-73%). Clinical implications are discussed.

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