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Does previous presentation of verbal fluency tasks affect verb fluency performance?

Bárbara Costa Beber¹, Márcia L F Chaves^1,2

¹Dementia Clinic, Neurology Service, Hospital de Clínicas de Porto Alegre (HCPA), Porto Alegre RS, Brazil.

Dementia & Neuropsychologia

|December 8, 2017

Summary

Administering other verbal fluency tasks does not affect verb fluency (VF) performance in healthy elderly individuals. However, higher education levels positively correlate with better VF task scores.

Keywords:

aging elderly neuropsychological test neuropsychology verb fluency verbal fluency

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Area of Science:

Neuroscience
Cognitive Psychology
Linguistics

Background:

Verbal fluency (VF) task performance can be affected by how it's administered and demographic factors.
Understanding these influences is crucial for accurate cognitive assessments.

Purpose of the Study:

To determine if prior semantic and phonemic verbal fluency tasks impact subsequent VF task performance.
To analyze the relationship between VF performance and education, age, and error types in Brazilian elderly.

Main Methods:

Sixty-two healthy elderly participants were divided into an experimental group (semantic/phonemic tasks before VF) and a control group (VF only).
VF task scores and error types were recorded, with correlational analysis performed on demographic data.

Main Results:

No significant difference in VF performance was found between the experimental and control groups.
VF performance showed a positive correlation with educational attainment and a negative correlation with intrusion errors.

Conclusions:

The order of administering verbal fluency tasks does not appear to influence VF performance in the elderly.
Educational level significantly impacts VF task performance, highlighting the need for cross-population research.