scholarly journals Sex difference in written verbal fluency task among adolescents

Logopedija ◽  
2019 ◽  
Vol 8 (2) ◽  
pp. 39-43
Author(s):  
Ana Butković
Keyword(s):  
High School Students ◽  
Sex Difference ◽  
Verbal Fluency ◽  
Brain Maturation ◽  
Clinical Neuropsychology ◽  
School Students ◽  
Future Studies ◽  
Verbal Fluency Task ◽  
Different Cultures ◽  
Fluency Task

Verbal fluency tasks have been widely used in clinical neuropsychology and they are important indicators for different conditions. The aim of this study was to examine sex difference in written verbal fluency task in a sample of adolescents from different cultures than those studied so far, using stimulus letters specific for the language of that culture. Participants were high-school students (N=233, 40% males), aged between 14 and 19 years (M=16.66, SD=1.26). Participants were asked to produce as many words as they can, longer than three letters, starting with letters K and M. These letters were chosen according to Mimica et al. (2011) study on appropriate phonological verbal fluency stimulus letters for use with Croatian speaking individuals. Scores of females and males obtained for letters K and M were compared using ANOVA. Females performed better with Cohen d 0.68 for letter K and 0.54 for letter M. This sex difference in verbal fluency in adolescence might be related to sex differences in the regional timing of brain maturation or to sex difference in writing speed. Future studies should further test alternative explanations for this sex difference in adolescence, which seems to become smaller or disappear in adulthood.

Imagery Factors in the Spanish Version of the Verbalizer-Visualizer Questionnaire

2004 ◽  
Vol 94 (3_suppl) ◽  
pp. 1149-1154 ◽  
Author(s):  
Alfredo Campos ◽  
Antonio López ◽  
María Ángeles González ◽  
Ángeles Amor
Keyword(s):  
High School Students ◽  
Internal Consistency ◽  
Verbal Fluency ◽  
Internal Consistency Reliability ◽  
Spanish Version ◽  
Control Factor ◽  
School Students ◽  
Verbal Fluency Task ◽  
Five Factors ◽  
Fluency Task

The factor structure and internal consistency reliability of the Spanish version of the Verbalizer-Visualizer Questionnaire was analyzed. 969 male and female high school students completed the questionnaire and the Gordon Test of Visual Imagery Control. Factor analysis indicated that the questionnaire comprises five factors: “interest in words,” “dream vividness and frequency,” “verbal fluency,” “task performance difficulty,” and “ways of thinking and acting.” The internal consistency was very low (Cronbach α = .30). The correlation between scores and those on the Gordon test was statistically significant because N was large but very weak ( r = .08, p < .05). The questionnaire measured five distinct factors, and this should be taken into account when using the Spanish version rather than a coherent dimension.

scholarly journals EXPRESS: Attention in Post-Lexical Processes of Utterance Production: Dual-Task Cost in Younger and Older Adults

2021 ◽  
pp. 174702182110341
Author(s):  
Maryll Fournet ◽  
Michaela Pernon ◽  
Sabina Catalano Chiuvé ◽  
Ursula Lopez ◽  
Marina Laganaro
Keyword(s):  
Older Adults ◽  
Dual Task ◽  
Verbal Fluency ◽  
Verbal Task ◽  
Lexical Selection ◽  
Speech Task ◽  
Verbal Fluency Task ◽  
Dual Task Cost ◽  
Lexical Processes ◽  
Fluency Task

There is a general agreement that speaking requires attention at least for conceptual and lexical processes of utterance production. However, conflicting results have been obtained with dual-task paradigms using either repetition tasks or more generally tasks involving limited loading of lexical selection. This study aimed to investigate whether post-lexical processes recruit attentional resources. We used a new dual-task paradigm in a set of experiments where a continuous verbal production task involved either high or low demand on lexical selection processes. Experiment 1 evaluates lexical and post-lexical processes with a semantic verbal fluency task, whereas experiments 2 and 3 focus on post-lexical processes with a non-propositional speech task. In each experiment, two types of non-verbal secondary tasks were used: processing speed (simple manual reaction times) or inhibition (Go/No-go). In Experiment 1, a dual-task cost was observed on the semantic verbal fluency task and each non-verbal task. In Experiment 2, a dual-task cost appeared on the non-verbal tasks but not on the speech task. The same paradigm was used with older adults (Experiment 3), as increased effort in post-lexical processes has been associated with ageing. For older adults, a dual-task cost was also observed on the non-propositional verbal task when speech was produced with the inhibition non-verbal task. The results suggest an attentional cost on post-lexical processes and strategic effects in the resolution of the dual-task.

Brain activation during verbal fluency task in type II bipolar disorder patients: a near-infrared spectroscopy study

2021 ◽  
Vol 298 ◽  
pp. 113762
Author(s):  
Gui-fang Chen ◽  
Meng-chai Mao ◽  
Kun Feng ◽  
Jie-chun Gan ◽  
Xiao-qian Zhang ◽  
...  
Keyword(s):  
Bipolar Disorder ◽  
Infrared Spectroscopy ◽  
Near Infrared Spectroscopy ◽  
Verbal Fluency ◽  
Near Infrared ◽  
Brain Activation ◽  
Type Ii ◽  
Spectroscopy Study ◽  
Verbal Fluency Task ◽  
Fluency Task

scholarly journals Genetic variation in G72 correlates with brain activation in the right middle temporal gyrus in a verbal fluency task in healthy individuals

2010 ◽  
Vol 32 (1) ◽  
pp. 118-126 ◽  
Author(s):  
Axel Krug ◽  
Valentin Markov ◽  
Sören Krach ◽  
Andreas Jansen ◽  
Klaus Zerres ◽  
...  
Keyword(s):  
Genetic Variation ◽  
Verbal Fluency ◽  
Brain Activation ◽  
Middle Temporal Gyrus ◽  
Healthy Individuals ◽  
Middle Temporal ◽  
Verbal Fluency Task ◽  
The Right ◽  
Fluency Task

scholarly journals Effects of dual task demanding manual dexterity and sit-to-stand in Parkinson disease individuals

2021 ◽  
Vol 15 (2) ◽  
pp. 137-148
Author(s):  
Tatiana B. Freitas ◽  
José Eduardo Pompeu ◽  
Briana R. B. Moraes ◽  
Sandra M. A. A. Pompeu ◽  
Keyte G. Silva ◽  
...  
Keyword(s):  
Dual Task ◽  
Verbal Fluency ◽  
Manual Dexterity ◽  
Dual Tasks ◽  
Verbal Fluency Task ◽  
Sit To Stand ◽  
Yahr Scale ◽  
Task Conditions ◽  
The Cost ◽  
Fluency Task

BACKGROUND: Parkinson's disease (PD) causes loss of automaticity and impairment in dual task (DT) performance. AIM: To investigate the performance and pattern of prioritization of individuals with PD in motor and cognitive DT. METHOD: An observational, transversal, comparative study assessed 20 individuals with PD between stages 1.5 to 3 of the modified Hoehn and Yahr scale. Performance was assessed during the execution of manual dexterity and sit-to-stand tasks, in a single task or in association with a verbal fluency task. RESULTS: There was a loss of performance in both dual task conditions. The cost of verbal fluency was higher than the cost of manual dexterity function. CONCLUSION: Individuals with PD showed worse DT performance and prioritized the manual dexterity task. There was no prioritization between sit-to-stand and verbal fluency. These findings suggest that the nature of tasks can influence the prioritization of dual tasks.

Action (verb) fluency: Test–retest reliability, normative standards, and construct validity

2005 ◽  
Vol 11 (4) ◽  
pp. 408-415 ◽  
Author(s):  
STEVEN PAUL WOODS ◽  
J. COBB SCOTT ◽  
DANIELLE A. SIRES ◽  
IGOR GRANT ◽  
ROBERT K. HEATON ◽  
...  
Keyword(s):  
Construct Validity ◽  
Verbal Fluency ◽  
Normative Data ◽  
Verbal Working Memory ◽  
Information Processing Speed ◽  
Verbal Fluency Task ◽  
Action Verb ◽  
Test Retest Reliability ◽  
Fluency Task ◽  
Fluency Test

Action (verb) fluency is a newly developed verbal fluency task that requires the examinee to rapidly generate as many verbs (i.e., “things that people do”) as possible within 1 min. Existing literature indicates that action fluency may be more sensitive to frontal–basal ganglia loop pathophysiology than traditional noun fluency tasks (e.g., animal fluency), which is consistent with the hypothesized neural dissociation between noun and verb retrieval. In the current study, a series of analyses were undertaken to examine the psychometric properties of action fluency in a sample of 174 younger healthy participants. The first set of analyses describes the development of demographically adjusted normative data for action fluency. Next, a group of hypothesis-driven correlational analyses reveals significant associations between action fluency and putative tests of executive functions, verbal working memory, verbal fluency, and information processing speed, but not between action fluency and tests of learning or constructional praxis. The final set of analyses demonstrates the test–retest stability of the action fluency test and provides standards for determining statistically reliable changes in performance. In sum, this study enhances the potential clinical applicability of action fluency by providing demographically adjusted normative data and demonstrating evidence for its reliability and construct validity. (JINS, 2005,11, 408–415.)

Effects of Implementing STEM-I Project-Based Learning Activities for Female High School Students

2014 ◽  
Vol 12 (1) ◽  
pp. 52-73 ◽  
Author(s):  
Shi-Jer Lou ◽  
Huei-Yin Tsai ◽  
Kuo-Hung Tseng ◽  
Ru-Chu Shih
Keyword(s):  
High School ◽  
High School Students ◽  
Knowledge Integration ◽  
Project Based Learning ◽  
Learning Activities ◽  
Focus Group Interviews ◽  
School Students ◽  
Future Studies ◽  
Female High School ◽  
Group Interviews

This study aims to explore the application of STEM-I (STEM-Imagination) project-based learning activities and its effects on the effectiveness, processes, and characteristics of STEM integrative knowledge learning and imagination development for female high school students. A total of 72 female high school students were divided into 18 teams. Students were provided with a place to discuss, share, and integrate learning activities. A questionnaire and focus group interviews were conducted for data collection. The results show that STEM-I project-based learning activities can promote the development of diverse abilities and effectively expand STEM knowledge integration and learning for female high school students as well as enhance their imagination in the project-based activities. Additionally, the STEM-I instructional model with the process of initiation, development, expression, alternative, and links (IDEAL) is confirmed. Finally, some suggestions are proposed for future studies on STEM education and imagination integrative instruction.

scholarly journals Shifting Gear in the Study of the Bilingual Advantage: Language Switching Examined as a Possible Moderator

2019 ◽  
Vol 9 (8) ◽  
pp. 86 ◽  
Author(s):  
Evy Woumans ◽  
Shauni Van Herck ◽  
Esli Struys
Keyword(s):  
Executive Functions ◽  
Verbal Fluency ◽  
Specific Aspect ◽  
Language Switching ◽  
Verbal Fluency Task ◽  
Bilingual Advantage ◽  
Switching Behaviour ◽  
Switching Task ◽  
Determining Factor ◽  
Fluency Task

The bilingual advantage is a heavily debated topic in research on bilingualism. The current study further investigated one specific aspect of bilingualism proposed to be a determining factor for the bilingual advantage, namely language switching behaviour. We investigated whether a bilingual advantage can be detected in the executive functions of inhibition and shifting by comparing monolingual and bilingual participants on a Simon task and a colour–shape switching task. Furthermore, we examined the relation between these executive functions and language switching proficiency, as measured by a semantic verbal fluency task. In addition, the current study set out to investigate the convergence of self-reported language switching estimates and actual language switching proficiency. Results revealed a bilingual advantage for shifting, but not for inhibition. However, this bilingual advantage for shifting was not related to language switching behaviour. Additionally, we were unable to identify a relation between objective and subjective measures of switching abilities. These findings seem to confirm the existence of a bilingual advantage, but also once again validate its elusiveness, as demonstrated by the absence of bilingual benefits on our measure of inhibition. It furthermore questions the validity of switching measures employed in previous studies.

scholarly journals The Relationship between Enhancing Efficiency and Reducing Anxiety in the Class during the Assessment

2017 ◽  
Vol 7 (1) ◽  
pp. 38
Author(s):  
Bajram Demollari ◽  
Batjar Halili
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
School Students ◽  
Language Of Instruction ◽  
Learning Skills ◽  
The Republic ◽  
Different Cultures ◽  
The Relationship

Through this work we suppose to find the relationship between enhancing the efficiency and the circumstance of anxiety in the classroom during the evaluation by the teachers in the Republic of Kosovo, particularly focused in the region of Prizren.For this study we have researched various approach theories and practices that are close to the topic of investigating.We have researched the characteristics of evaluation and efficiency of anxiety that appear to students in the Republic of Kosovo; considering that the language of instruction varies from different cultures and contexts of individual and educational students, such as gender, motivation, styles and lessons, years of learning, skills and achievements. The study deals with the strategies used to teach English at high school students, examines the relationship between language learning and anxiety.

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