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Verbal fluency tasks: effects of age, gender, and education
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Orientador(es)
Resumo(s)
Objectives: This study presents data for semantic fluency,
phonemic fluency, action fluency, and alternate fluency. The
aim is to provide normative data by age, gender, and education
for European Portuguese in each fluency category.
Methods: Norms for the verbal fluency task were collected
from a volunteer population of 444 healthy Portuguese participants.
Multiple regression analysis with age, gender, and
education as independent variables was performed for the
semantic fluency global score, and these variables were considered
separately for each phonemic category. Results:
Age, education, and gender significantly affected the semantic
global score, as well as scores of names, supermarket,
kitchen objects, food, and clothes. No gender effect was observed
in the categories “p-words,” animals, transports,
verbs, and alternating fluency. This last category was only
influenced by years of education. Conclusions: Equivalent
scores of verbal fluency tasks are useful in clinical practice,
allowing the comparison between the normal and the abnormal
performance of language disorders.
Descrição
Palavras-chave
Verbal fluency Normative data European Portuguese
Contexto Educativo
Citação
Editora
Karger