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Ruffini C, Osmani F, Bigozzi L, Pecini C. Semantic fluency in 3-6 years old preschoolers: which executive functions? Child Neuropsychol 2024; 30:563-581. [PMID: 37401450 DOI: 10.1080/09297049.2023.2230637] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2023] [Accepted: 06/21/2023] [Indexed: 07/05/2023]
Abstract
Semantic Fluency (SF) increases with age, along with the lexicon and the strategies to access it. Among the cognitive processes involved in controlling lexical access, Executive Functions (EF) play an essential role. Nevertheless, which EF, namely inhibition, working memory, and cognitive flexibility, are specifically tapped by SF during preschool years, when these basic EF components are developing and differentiating, is still unknown. The study had a two-fold aim: 1. to analyze in preschoolers the role of EF basic components on SF; 2. to investigate if EF mediated the effect of age on SF. A total of 296 typically developing preschoolers (M age = 57.86; SD = 9.91; month range = 33-74) were assessed with an SF task and EF tasks measuring the main EF basic components. Results showed that during preschool, response inhibition, working memory, and cognitive flexibility were significant predictors of SF, explaining 27% of its variance. Moreover, the effect of age on the SF task performance correlated with the improvement of these EF components. This study supports the importance of considering cognitive control processes in 3-6 year-old preschoolers as they underline important competencies for the child's development, such as the ability to quickly access vocabulary.
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Affiliation(s)
- Costanza Ruffini
- Department of Education, Languages, Intercultures, Literature and Psychology (FORLILPSI), University of Florence, Firenze, Italy
| | - Fatbardha Osmani
- Department of Education, Languages, Intercultures, Literature and Psychology (FORLILPSI), University of Florence, Firenze, Italy
| | - Lucia Bigozzi
- Department of Education, Languages, Intercultures, Literature and Psychology (FORLILPSI), University of Florence, Firenze, Italy
| | - Chiara Pecini
- Department of Education, Languages, Intercultures, Literature and Psychology (FORLILPSI), University of Florence, Firenze, Italy
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Arán Filippetti V, Gutierrez M, Krumm G. Norms, convergent validity, test-retest reliability, and practice effects for verbal fluency overall performance, clustering, and switching in Spanish-speaking children. Clin Neuropsychol 2024:1-30. [PMID: 38360587 DOI: 10.1080/13854046.2024.2315729] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2023] [Accepted: 12/08/2023] [Indexed: 02/17/2024]
Abstract
OBJECTIVE We conducted two empirical studies (in a cross-sectional and a longitudinal design) with the aim at establishing normative data (including norms for strategy use [i.e., clustering and switching strategies] and performance over time), and examining the convergent validity, the test-retest reliability (3-4 wks interval) and the changes in performance with practice (1 year interval) of the different verbal fluency (VF) quantitative and qualitative scores in Spanish-speaking children and adolescents. METHOD In S1 (n = 620 6- to 15-year-old Spanish-speaking children and adolescents), MANCOVA and Pearson's correlations were employed. In S2 (n = 148 6- to 12-year-old Spanish-speaking children), intraclass correlation coefficient (ICC), paired t-tests, and Confirmatory Factor Analysis (CFA) were used. RESULTS S1 results showed an age effect on all VF measures (quantitative and qualitative). The number of switches/clusters was more related to total word productivity and to executive functions (EF) than the mean cluster size. In S2, a significant increase in phonological VF performance was observed on number of switches and word productivity scores from baseline (Time 1) to repeat testing at Time 2. Practice effects were observed at Time 3 on all measures except for semantic and phonological mean cluster size. Test-retest reliability coefficients at Time 2 for number of clusters and switches, but not for mean cluster size, fell in the moderate range, ranging from ICCs .61 to ICCs .81. Test-retest reliability coefficients for total word productivity were higher (ICCs above .80) and stronger when testing as a unity with CFA methods (ϕ=.94, p < .001). CONCLUSIONS These data may be relevant for informing the neuropsychological assessment of spontaneous cognitive flexibility in children with typical development (TD) and those with developmental or acquired disorders.
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Affiliation(s)
- Vanessa Arán Filippetti
- Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Buenos Aires, Argentina
- Centro Interdisciplinario de Investigaciones en Ciencias de la Salud y del Comportamiento (CIICSAC) - Universidad Adventista del Plata, Argentina
- Facultad de Humanidades, Educación y Ciencias Sociales, Universidad Adventista del Plata, Entre Ríos, Argentina
| | - Marisel Gutierrez
- Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Buenos Aires, Argentina
- Centro Interdisciplinario de Investigaciones en Ciencias de la Salud y del Comportamiento (CIICSAC) - Universidad Adventista del Plata, Argentina
- Facultad de Humanidades, Educación y Ciencias Sociales, Universidad Adventista del Plata, Entre Ríos, Argentina
| | - Gabriela Krumm
- Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Buenos Aires, Argentina
- Centro Interdisciplinario de Investigaciones en Ciencias de la Salud y del Comportamiento (CIICSAC) - Universidad Adventista del Plata, Argentina
- Facultad de Humanidades, Educación y Ciencias Sociales, Universidad Adventista del Plata, Entre Ríos, Argentina
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Grissom A, Finke E, Zane E. Verbal fluency and autism: Reframing current data through the lens of monotropism. Autism Res 2024; 17:324-337. [PMID: 38100264 DOI: 10.1002/aur.3071] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2023] [Accepted: 11/27/2023] [Indexed: 12/17/2023]
Abstract
The purpose of this study was to reexamine research that used verbal fluency tasks to reinforce assumed deficits in word knowledge and retrieval in the autistic population. We identified seventeen articles that compared the performance of autistic and non-autistic people on verbal fluency measures and provided an interpretation of the observed performance. In this narrative review, we summarize many components of these studies, including a comprehensive account of how authors framed their research findings. Overall, results of the studies showed variation both between and within groups in terms of total number of correct words, how many subsequent words fell into subcategories, and how frequently participants switched between subcategories. Despite wide variation in findings across studies, authors consistently interpreted results as revealing or reinforcing autistic deficits. To contrast the deficit narrative, we offer an alternative interpretation of findings by considering how they could provide support for the autistic-led theory of monotropism. This alternative interpretation accounts for the inconsistencies in findings between studies, since wide individual variation in performance is an expected feature of the monotropic theory. We use our review as an exercise in reframing a body of literature from a neurodiversity-affirming perspective. We propose this as a case example and model for how autism research and clinical practice can move away from the consistent narrative of autism deficits that has pervaded our field for decades. Accordingly, we offer suggestions for future research and clinical practice.
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Affiliation(s)
- Alaina Grissom
- Department of Audiology and Speech Pathology, University of Tennessee Health Science Center, Knoxville, Tennessee, USA
| | - Erinn Finke
- Department of Audiology and Speech Pathology, University of Tennessee Health Science Center, Knoxville, Tennessee, USA
| | - Emily Zane
- Department of Communication Sciences and Disorders, James Madison University, Harrisonburg, Virginia, USA
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Álvarez Medina MN, Vergara Moragues E, Arango-Lasprilla JC, Restrepo Botero JC, Calderón Chagualá JA, Rivera D, Olabarrieta-Landa L. Phonological and semantic verbal fluency test: Scoring criteria and normative data for clustering and switching strategies for Colombian children and adolescents. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2023; 58:1630-1644. [PMID: 37140195 DOI: 10.1111/1460-6984.12891] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/11/2022] [Accepted: 04/09/2023] [Indexed: 05/05/2023]
Abstract
BACKGROUND Verbal fluency tests (VFT) are highly sensitive to cognitive deficits. Usually, the score on VFT is based on the number of correct words produced, yet it alone gives little information regarding underlying test performance. The implementation of different strategies (cluster and switching) to perform efficiently during the tasks provide more valuable information. However, normative data for clustering and switching strategies are scarce. Moreover, scoring criteria adapted to Colombian Spanish are missing. AIMS (1) To describe the Colombian adaptation of the scoring system guidelines for clustering and switching strategies in VFT; (2) to determine its reliability; and (3) to provide normative data for Colombian children and adolescents aged 6-17 years. METHODS & PROCEDURES A total of 691 children and adolescents from Colombia completed phonological (/f/, /a/, /s/, /m/, /r/ and /p/) and semantic (animals and fruits) VFT, and five scores were calculated: total score (TS), number of clusters (NC), cluster size (CS), mean cluster size (MCS) and number of switches (NS). The intraclass correlation coefficient was used for interrater reliability. Hierarchical multiple regressions were conducted to investigate which strategies were associated with VFT TS. Multiple regressions were conducted for each strategy, including as predictors age, age2 , sex, mean parents' education (MPE), MPE2 and type of school, to generate normative data. OUTCOMES & RESULTS Reliability indexes were excellent. Age was associated with VFT TS, but weakly compared with strategies. For both VFT TS, NS was the strongest variable, followed by CS and NC. Regarding norms, age was the strongest predictor for all measures, while age2 was relevant for NC (/f/ phoneme) and NS (/m/ phoneme). Participants with higher MPE obtained more NC, and NS, and larger CS in several phonemes and categories. Children and adolescents from private school generated more NC, NS and larger CS in /s/ phoneme. CONCLUSIONS & IMPLICATIONS This study provides new scoring guidelines and normative data for clustering and switching strategies for Colombian children and adolescents between 6 and 17 years old. Clinical neuropsychologists should include these measures as part of their everyday practice. WHAT THIS PAPER ADDS What is already known on the subject VFT are widely used within the paediatric population due to its sensitivity to brain injury. Its score is based on the number of correct words produced; however, TS alone gives little information regarding underlying test performance. Several normative data for VFT TS in the paediatric population exist, but normative data for clustering and switching strategies are scarce. What this paper adds to existing knowledge The present study is the first to describe the Colombian adaptation of the scoring guidelines for clustering and switching strategies, and provided normative data for these strategies for children and adolescents between 6 and 17 years old. What are the potential or actual clinical implications of this work? Knowing VFT's performance, including strategy development and use in healthy children and adolescents, may be useful for clinical settings. We encourage clinicians to include not only TS, but also a careful analysis of strategies that may be more informative of the underlying cognitive processes failure than TS.
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Affiliation(s)
- María Nazaret Álvarez Medina
- Departamento de Psicobiología y Metodología en Ciencias del Comportamiento, Universidad, Complutense de Madrid, Madrid, Spain
| | - Esperanza Vergara Moragues
- Department of Psychology, University of Cadiz (UCA), Cadiz, Spain
- Instituto de Investigación e Innovación Biomédica de Cádiz (INiBICA), Cadiz, Spain
| | | | | | | | - Diego Rivera
- Departamento de Ciencias de la Salud, Universidad Pública de Navarra, Pamplona, Navarra, Spain
- Instituto de Investigación Sanitaria de Navarra (IdiSNA), Pamplona, Navarra, Spain
| | - Laiene Olabarrieta-Landa
- Departamento de Ciencias de la Salud, Universidad Pública de Navarra, Pamplona, Navarra, Spain
- Instituto de Investigación Sanitaria de Navarra (IdiSNA), Pamplona, Navarra, Spain
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Hasnain F, Herran RM, Henning SC, Ditmars AM, Pisoni DB, Sehgal ST, Kronenberger WG. Verbal Fluency in Prelingually Deaf, Early Implanted Children and Adolescents With Cochlear Implants. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2023; 66:1394-1409. [PMID: 36857026 PMCID: PMC10457083 DOI: 10.1044/2022_jslhr-22-00383] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/27/2022] [Revised: 11/21/2022] [Accepted: 12/18/2022] [Indexed: 06/14/2023]
Abstract
PURPOSE Verbal fluency tasks assess the ability to quickly and efficiently retrieve words from the mental lexicon by requiring subjects to rapidly generate words within a phonological or semantic category. This study investigated differences between cochlear implant users and normal-hearing peers in the clustering and time course of word retrieval during phonological and semantic verbal fluency tasks. METHOD Twenty-eight children and adolescents (aged 9-17 years) with cochlear implants and 33 normal-hearing peers completed measures of verbal fluency, nonverbal intelligence, speech perception, and verbal short-term/working memory. Phonological and semantic verbal fluency tests were scored for total words generated, words generated in each 10-s interval of the 1-min task, latency to first word generated, number of word clusters, average cluster size, and number of word/cluster switches. RESULTS Children and adolescents with cochlear implants generated fewer words than normal-hearing peers throughout the entire 60-s time interval of the phonological and semantic fluency tasks. Cochlear implant users also had slower start latency times and produced fewer clusters and switches than normal-hearing peers during the phonological fluency task. Speech perception and verbal working memory scores were more strongly associated with verbal fluency scores in children and adolescents with cochlear implants than in normal-hearing peers. CONCLUSIONS Cochlear implant users show poorer phonological and semantic verbal fluency than normal-hearing peers, and their verbal fluency is significantly associated with speech perception and verbal working memory. These findings suggest deficits in fluent retrieval of phonological and semantic information from long-term lexical memory in cochlear implant users.
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Affiliation(s)
- Fahad Hasnain
- Department of Otolaryngology – Head and Neck Surgery, Indiana University School of Medicine, Indianapolis
| | - Reid M. Herran
- Department of Otolaryngology – Head and Neck Surgery, Indiana University School of Medicine, Indianapolis
| | - Shirley C. Henning
- Department of Otolaryngology – Head and Neck Surgery, Indiana University School of Medicine, Indianapolis
| | - Allison M. Ditmars
- Department of Otolaryngology – Head and Neck Surgery, Indiana University School of Medicine, Indianapolis
| | - David B. Pisoni
- Department of Otolaryngology – Head and Neck Surgery, Indiana University School of Medicine, Indianapolis
- Department of Psychological and Brain Sciences, Indiana University, Bloomington
| | - Susan T. Sehgal
- Department of Otolaryngology – Head and Neck Surgery, Indiana University School of Medicine, Indianapolis
| | - William G. Kronenberger
- Department of Otolaryngology – Head and Neck Surgery, Indiana University School of Medicine, Indianapolis
- Department of Psychiatry, Indiana University School of Medicine, Indianapolis
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Kajka N, Kulik A. The Assessment of the Impact of Training With Various Metacognitive Interventions on the Enhancement of Verbal Fluency in School-Age Children With ADHD. J Atten Disord 2023; 27:89-97. [PMID: 36129139 DOI: 10.1177/10870547221121289] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
OBJECTIVE The aim of this study was to examine whether a 3-month training with the use of the metacognitive strategies would strengthen the executive function related to verbal fluency in children with ADHD. METHOD A total of 45 children with ADHD (M = 10.41; SD = 1.42) participated in a randomized experimental study. They completed the Verbal Fluency Test before and after training. RESULT The results of the Wilcoxon test show that the mean number of words spoken by the child increased significantly in the second measurement compared to the first in the Mind Map group (M = 11.40; SD = 4.03; M = 14.46; SD = 3.99; p = .001). Unfortunately, this data did not apply to the Sketchnoting Group. Verbal regression was noted in the Control Group. CONCLUSION The results provide an interesting premise for further research. Perhaps Mind Mapping training can be an effective form of complementary therapy.
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Affiliation(s)
- Natalia Kajka
- The John Paul II Catholic University of Lublin, Poland
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Soltani A, Schworer EK, Esbensen AJ. Executive functioning and verbal fluency performance in youth with Down syndrome. RESEARCH IN DEVELOPMENTAL DISABILITIES 2022; 131:104358. [PMID: 36209524 PMCID: PMC9701181 DOI: 10.1016/j.ridd.2022.104358] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/04/2022] [Revised: 09/02/2022] [Accepted: 09/30/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Executive functioning (EF) is an area of challenge for individuals with Down syndrome (DS) associated with a variety of downstream difficulties. Verbal fluency performance is one potential downstream effect that is commonly assessed in individuals with DS due to the measure's utility as a predictor of dementia. Verbal fluency requires individuals to inhibit irrelevant responses, shift between groupings of related words, and monitor to prevent repetition, all skills related to EF. AIMS This study aimed to determine the association between semantic verbal fluency performance and three EF subdomains (inhibition, shifting, and working memory) in youth with DS after taking into account vocabulary and cognitive ability. METHODS AND PROCEDURES Neuropsychological assessments (verbal and visuospatial), and parent reports of EF, were completed at one time point by 69 youth with DS 6-17 years old and their caregivers. Expressive and receptive vocabulary skills and cognitive ability were also assessed. OUTCOMES AND RESULTS The results revealed that verbal fluency performance was significantly associated with neuropsychological assessments of EF and parent report of inhibition even after controlling for the effects of vocabulary and cognitive ability. CONCLUSIONS AND IMPLICATIONS The findings highlight the underlying importance of EF in verbal fluency tasks in youth with DS.
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Affiliation(s)
- Amanallah Soltani
- Department of Educational Psychology, Kerman Branch, Islamic Azad University, Kerman, Iran
| | - Emily K Schworer
- Division of Developmental and Behavioral Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA; Waisman Center, University of Wisconsin-Madison, Madison, WI, USA
| | - Anna J Esbensen
- Division of Developmental and Behavioral Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA; Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA.
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Arán Filippetti V, Krumm G, López MB. Clustering and Switching During Verbal Fluency in Typical and Atypical Development: A Systematic Review in Children and Adolescents. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03787-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Maboudian SA, Hsu M, Zhang Z. Visualizing and Quantifying Longitudinal Changes in Verbal Fluency Using Recurrence Plots. Front Aging Neurosci 2022; 14:810799. [PMID: 35966770 PMCID: PMC9372335 DOI: 10.3389/fnagi.2022.810799] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/07/2021] [Accepted: 06/20/2022] [Indexed: 11/13/2022] Open
Abstract
The verbal fluency task, where participants name as many instances of a specific semantic or phonemic category as possible in a certain time limit, is widely used to probe language and memory retrieval functions in research and clinical settings. More recently, interests in using longitudinal observations in verbal fluency to examine changes over the lifespan have grown, in part due to the increasing availability of such datasets, yet quantitative methods for comparing repeated measures of verbal fluency responses remain scarce. As a result, existing studies tend to focus only on the number of unique words produced and how this metric changes over time, overlooking changes in other important features in the data, such as the identity of the words and the order in which they are produced. Here, we provide an example of how the literature of recurrence analysis, which aims to visualize and analyze non-linear time series, may present useful visualization and analytical approaches for this problem. Drawing on this literature, we introduce a novel metric (the "distance from diagonal," or DfD) to quantify semantic fluency data that incorporates analysis of the sequence order and changes between two lists. As a demonstration, we apply these methods to a longitudinal dataset of semantic fluency in people with Alzheimer's disease and age-matched controls. We show that DfD differs significantly between healthy controls and Alzheimer's disease patients, and that it complements common existing metrics in diagnostic prediction. Our visualization method also allows incorporation of other less common metrics-including the order that words are recalled, repetitions of words within a list, and out-of-category intrusions. Additionally, we show that these plots can be used to visualize and compare aggregate recall data at the group level. These methods can improve understanding of verbal fluency deficits observed in various neuropsychiatric and neurological disorders.
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Affiliation(s)
- Samira A. Maboudian
- Helen Wills Neuroscience Institute, University of California, Berkeley, Berkeley, CA, United States
| | - Ming Hsu
- Helen Wills Neuroscience Institute, University of California, Berkeley, Berkeley, CA, United States
- Haas School of Business, University of California, Berkeley, Berkeley, CA, United States
| | - Zhihao Zhang
- Haas School of Business, University of California, Berkeley, Berkeley, CA, United States
- Social Science Matrix, University of California, Berkeley, Berkeley, CA, United States
- Darden School of Business, University of Virginia, Charlottesville, VA, United States
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Schworer EK, Belizaire S, Hoffman EK, Esbensen AJ. Semantic Verbal Fluency in Youth with Down Syndrome: Analysis of Conventional and Contextual Cluster Formation. Brain Sci 2021; 12:9. [PMID: 35053754 PMCID: PMC8773708 DOI: 10.3390/brainsci12010009] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2021] [Revised: 12/15/2021] [Accepted: 12/22/2021] [Indexed: 11/16/2022] Open
Abstract
Expressive language delays and executive functioning challenges are common in youth with Down syndrome (DS). Verbal fluency is one method to investigate these constructs. We examined semantic verbal fluency responses to determine patterns in response generation and the psychometric properties of coded cluster formations. Participants were 97 children and adolescents with DS ranging in age from 6 to 19 years old. The semantic verbal fluency task was administered at two time points, two weeks apart. Heterogeneity in performance was observed for responses when coded either with conventional or contextual classifications. Overall, the number of switches in conventional classifications was greater than contextual classifications. This implies that participants did not use traditional (conventional) categories to organize their semantic verbal fluency responses, but may have been using contextual strategies. However, the number of switches and cluster size variables had poor to moderate test-retest reliability, which indicated that participants did not stay consistent with their performance over the two-week testing interval, regardless of the strategies used. Therefore, conventional and contextual clusters and switches as a measure of executive control may not be appropriate for all individuals with DS and additional attention is warranted to determine the utility of response coding in this population.
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Affiliation(s)
- Emily K. Schworer
- Division of Developmental and Behavioral Pediatrics, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH 45229, USA; (S.B.); (E.K.H.); (A.J.E.)
| | - Shequanna Belizaire
- Division of Developmental and Behavioral Pediatrics, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH 45229, USA; (S.B.); (E.K.H.); (A.J.E.)
| | - Emily K. Hoffman
- Division of Developmental and Behavioral Pediatrics, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH 45229, USA; (S.B.); (E.K.H.); (A.J.E.)
| | - Anna J. Esbensen
- Division of Developmental and Behavioral Pediatrics, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH 45229, USA; (S.B.); (E.K.H.); (A.J.E.)
- Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH 45267, USA
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Paz EV, Puga C, Ekonen C, Pintos P, Trossero I, Richards A, Lascombes I, De Vita S, Leist M, Corleto M, García Basalo MJ. Letter and category Fluency Test in Spanish-Speaking Children with Neurodevelopmental Disorders. Neurol India 2021; 69:102-106. [PMID: 33642279 DOI: 10.4103/0028-3886.310066] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Introduction Verbal fluency test is a short psychometric test, which is sensitive to verbal ability and executive control impairment. We did not find studies that analyze verbal fluency in relation to the neurodevelopmental disorders in Spanish-speaking children with letters P-M. Our objective was to analyze the verbal fluency of Spanish-speaking children with neurodevelopmental disorders. Method We carried out a retrospective cross-sectional study to analyze the performance of children who had undergone a neuropsychological assessment. Results We included 164 patients. There were 55 (33.54%) patients with low intellectual performance (LIP), 19 (11.59%) patients with dyslexia , and 90 (54.88%) patients had an ADHD. Patients with LIP showed lower phonological fluency than patients with ADHD. As for semantic fluidity, differences were observed between patients with LIP and ADHD and also between LIP and dyslexia. The probability of having LIP was 9.6 times greater when somebody had a scale score lower than 7 in the PF task and it was 16.7 times greater when the scale score was lower than 7 in the SF task. Conclusions There was a direct relationship between FSIQ and the performance in verbal fluency test, which is a brief and effective neuropsychological test in revealing deficits in executive functions, verbal abilities, and LIP.
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Affiliation(s)
- Esteban Vaucheret Paz
- Department of Child Neurology and Child Hospital Italiano de Buenos Aires, Argentina
| | - Celeste Puga
- Department of Child Neurology and Child Hospital Italiano de Buenos Aires, Argentina
| | - Christy Ekonen
- Department of Neuropsychology Section, Hospital Italiano de Buenos Aires, Argentina
| | - Paula Pintos
- Department of Neuropsychology Section, Hospital Italiano de Buenos Aires, Argentina
| | - Isabel Trossero
- Department of Neuropsychology Section, Hospital Italiano de Buenos Aires, Argentina
| | - Ana Richards
- Department of Neuropsychology Section, Hospital Italiano de Buenos Aires, Argentina
| | - Isabel Lascombes
- Department of Neuropsychology Section, Hospital Italiano de Buenos Aires, Argentina
| | - Soledad De Vita
- Department of Neuropsychology Section, Hospital Italiano de Buenos Aires, Argentina
| | - Mariana Leist
- Department of Child Neurology and Child Hospital Italiano de Buenos Aires, Argentina
| | - Mariela Corleto
- Department of Neuropsychology Section, Hospital Italiano de Buenos Aires, Argentina
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German B, Honbolygó F, Csépe V, Kóbor A. Working memory contributes to word stress processing in a fixed-stress language. JOURNAL OF COGNITIVE PSYCHOLOGY 2021. [DOI: 10.1080/20445911.2021.1898411] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Borbála German
- Brain Imaging Centre, Research Centre for Natural Sciences, Budapest, Hungary
- Department of Cognitive Science, Budapest University of Technology and Economics, Budapest, Hungary
| | - Ferenc Honbolygó
- Brain Imaging Centre, Research Centre for Natural Sciences, Budapest, Hungary
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
| | - Valéria Csépe
- Brain Imaging Centre, Research Centre for Natural Sciences, Budapest, Hungary
- Faculty of Modern Philology and Social Sciences, University of Pannonia, Veszprém, Hungary
| | - Andrea Kóbor
- Brain Imaging Centre, Research Centre for Natural Sciences, Budapest, Hungary
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Kibby MY, Newsham G, Imre Z, Schlak JE. Is executive dysfunction a potential contributor to the comorbidity between basic reading disability and attention-deficit/hyperactivity disorder? Child Neuropsychol 2021; 27:888-910. [PMID: 33849390 DOI: 10.1080/09297049.2021.1908532] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Our study is one of the few to analyze executive functioning (EF) in a comprehensive, multi-modal fashion as a potential contributor to the comorbidity between attention-deficit/hyperactivity disorder (ADHD) and basic reading disability (RD). We included multiple, traditional, neuropsychological measures of EF, along with the Behavior Rating Inventory of Executive Function (BRIEF) questionnaire, to assess inhibit, shift, working memory (WM), planning, generation fluency, and problem-solving. Participants included 263 children, ages 8-12 years, with RD, ADHD, RD/ADHD, and typically developing controls. When using the traditional measures in a 2 × 2 MANCOVA, we found both RD and ADHD had poor cognitive EF in most areas at the group level, with phonological loop deficits being more specific to RD and behavioral regulation deficits being more specific to ADHD. Children with RD/ADHD performed comparably to those with RD and ADHD alone. Results were similar on the BRIEF. In contrast, only WM predicted both basic reading and inattention when the data were assessed in a continuous fashion. It also explained the correlations between basic reading and inattention, being worthy of longitudinal research to determine if it is a shared contributor to RD/ADHD. When comparing hypotheses as to the nature of RD/ADHD, we found the multiple deficit hypothesis was better supported by our EF data than the phenocopy hypothesis or the cognitive subtype hypothesis.
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Affiliation(s)
- Michelle Y Kibby
- School of Psychological and Behavioral Sciences, Southern Illinois University-Carbondale, Carbondale, IL, USA
| | - Genni Newsham
- School of Psychological and Behavioral Sciences, Southern Illinois University-Carbondale, Carbondale, IL, USA
| | - Zsofia Imre
- School of Psychological and Behavioral Sciences, Southern Illinois University-Carbondale, Carbondale, IL, USA
| | - Jennifer E Schlak
- School of Psychological and Behavioral Sciences, Southern Illinois University-Carbondale, Carbondale, IL, USA
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Kaga Y, Ueda R, Tanaka M, Kita Y, Suzuki K, Okumura Y, Egashira Y, Shirakawa Y, Mitsuhashi S, Kitamura Y, Nakagawa E, Yamashita Y, Inagaki M. Executive dysfunction in medication-naïve children with ADHD: A multi-modal fNIRS and EEG study. Brain Dev 2020; 42:555-563. [PMID: 32532641 DOI: 10.1016/j.braindev.2020.05.007] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/14/2020] [Revised: 05/15/2020] [Accepted: 05/19/2020] [Indexed: 11/25/2022]
Abstract
OBJECTIVE Children with attention deficit hyperactivity disorder (ADHD) exhibit deficits in executive function. Since there are no clear biomarkers for the disorder, this study aimed to investigate the neurophysiological biomarkers for deficits in executive function in children with ADHD using functional near-infrared spectroscopy (fNIRS) and electroencephalography. METHODS Twenty patients diagnosed with ADHD and 19 typically developing children (TDC; 8-11 years old) were included. Event related potentials (ERPs) were recorded using an electroencephalogram (EEG) and oxygenated hemoglobin concentrations (Oxy-Hb) were recorded using fNIRS during a colored Go/NoGo task, simultaneously. Latencies and amplitudes of NoGo-N2 and NoGo/Go-P3 tasks were measured using EEG. RESULTS Children with ADHD showed significantly decreased Oxy-Hb in the right frontal cortex as well as longer NoGo-P3 latencies and a decreased NoGo/Go-P3 amplitude. There was a significant positive correlation between the Oxy-Hb and NoGo/Go-P3 amplitude. CONCLUSIONS These results suggest that children with ADHD experience executive dysfunction. Hemodynamic and electrophysiological findings during the Go/NoGo task might be useful as a biomarker of executive function. SIGNIFICANCE These findings have key implications for understanding the pathophysiology of deficits in executive function in ADHD.
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Affiliation(s)
- Yoshimi Kaga
- Department of Developmental Disorders, National Institute of Mental Health, National Center of Neurology and Psychiatry, 4-1-1 Ogawahigashi-cho, Kodaira, Tokyo 187-8553, Japan; Department of Pediatrics, Faculty of Medicine, University of Yamanashi, 1110 Shimokato, Chuo, Yamanashi 409-3898, Japan.
| | - Riyo Ueda
- Department of Developmental Disorders, National Institute of Mental Health, National Center of Neurology and Psychiatry, 4-1-1 Ogawahigashi-cho, Kodaira, Tokyo 187-8553, Japan
| | - Miho Tanaka
- Department of Developmental Disorders, National Institute of Mental Health, National Center of Neurology and Psychiatry, 4-1-1 Ogawahigashi-cho, Kodaira, Tokyo 187-8553, Japan
| | - Yosuke Kita
- Department of Developmental Disorders, National Institute of Mental Health, National Center of Neurology and Psychiatry, 4-1-1 Ogawahigashi-cho, Kodaira, Tokyo 187-8553, Japan; Cognitive Brain Research Unit (CBRU), Faculty of Medicine, University of Helsinki, 3 Haartmaninkatu, Helsinki 00290, Finland
| | - Kota Suzuki
- Department of Developmental Disorders, National Institute of Mental Health, National Center of Neurology and Psychiatry, 4-1-1 Ogawahigashi-cho, Kodaira, Tokyo 187-8553, Japan; Faculty of Education, Shitennoji University, 3-2-1 Gakuenmae, Habikino, Osaka 583-8501, Japan
| | - Yasuko Okumura
- Department of Developmental Disorders, National Institute of Mental Health, National Center of Neurology and Psychiatry, 4-1-1 Ogawahigashi-cho, Kodaira, Tokyo 187-8553, Japan; Japan Society for the Promotion of Science, Research Fellow, Kojimachi Business Center Building, 5-3-1 Kojimachi, Chiyoda-ku, Tokyo 102-0083, Japan
| | - Yuka Egashira
- Department of Developmental Disorders, National Institute of Mental Health, National Center of Neurology and Psychiatry, 4-1-1 Ogawahigashi-cho, Kodaira, Tokyo 187-8553, Japan
| | - Yuka Shirakawa
- Department of Developmental Disorders, National Institute of Mental Health, National Center of Neurology and Psychiatry, 4-1-1 Ogawahigashi-cho, Kodaira, Tokyo 187-8553, Japan
| | - Shota Mitsuhashi
- Department of Developmental Disorders, National Institute of Mental Health, National Center of Neurology and Psychiatry, 4-1-1 Ogawahigashi-cho, Kodaira, Tokyo 187-8553, Japan
| | - Yuzuki Kitamura
- Department of Developmental Disorders, National Institute of Mental Health, National Center of Neurology and Psychiatry, 4-1-1 Ogawahigashi-cho, Kodaira, Tokyo 187-8553, Japan; Japan Society for the Promotion of Science, Research Fellow, Kojimachi Business Center Building, 5-3-1 Kojimachi, Chiyoda-ku, Tokyo 102-0083, Japan; Graduate School of Design, Kyushu University, 4-9-1, Shiobaru Minami-ku, Fukuoka 815-8540, Japan
| | - Eiji Nakagawa
- Department of Child Neurology, National Center Hospital, National Center of Neurology and Psychiatry, 4-1-1 Ogawahigashi-cho, Kodaira, Tokyo 187-8551, Japan
| | - Yushiro Yamashita
- Department of Pediatrics and Child Health, Kurume University School of Medicine, 67 Asahimachi, Kurume, Fukuoka 830-0011, Japan
| | - Masumi Inagaki
- Department of Developmental Disorders, National Institute of Mental Health, National Center of Neurology and Psychiatry, 4-1-1 Ogawahigashi-cho, Kodaira, Tokyo 187-8553, Japan
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Rofes A, de Aguiar V, Jonkers R, Oh SJ, DeDe G, Sung JE. What Drives Task Performance During Animal Fluency in People With Alzheimer's Disease? Front Psychol 2020; 11:1485. [PMID: 32774312 PMCID: PMC7388773 DOI: 10.3389/fpsyg.2020.01485] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2020] [Accepted: 06/03/2020] [Indexed: 12/12/2022] Open
Abstract
Background Animal fluency is a widely used task to assess people with Alzheimer’s disease (AD) and other neurological disorders. The mechanisms that drive performance in this task are argued to rely on language and executive functions. However, there is little information regarding what specific aspects of these cognitive processes drive performance on this task. Objective To understand which aspects of language (i.e., semantics, phonological output lexicon, phonological assembly) and executive function (i.e., mental set shifting; information updating and monitoring; inhibition of possible responses) are involved in the performance of animal fluency in people with AD. Methods Animal fluency data from 58 people with probable AD from the DementiaBank Pittsburgh Corpus were analyzed. Number of clusters and switches were measured and nine word properties (e.g., frequency, familiarity) for each of the correct words (i.e., each word counting toward the total score, disregarding non-animals and repetitions) were determined. Random forests were used to understand which variables predicted the total number of correct words, and conditional inference trees were used to search for interactions between the variables. Finally, Wilcoxon tests were implemented to cross-validate the results, by comparing the performance of participants with scores below the norm in animal fluency against participants with scores within the norm based on a large normative sample. Results Switches and age of acquisition emerged as the most important variables to predict total number of correct words in animal fluency in people with AD. Cross-validating the results, people with AD whose animal fluency scores fell below the norm produced fewer switches and words with lower age of acquisition than people with AD with scores in the normal range. Conclusion The results indicate that people with AD rely on executive functioning (information updating and monitoring) and language (phonological output lexicon, not necessarily semantics) to produce words on animal fluency.
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Affiliation(s)
- Adrià Rofes
- Center for Language and Cognition Groningen (CLCG), University of Groningen, Groningen, Netherlands
| | - Vânia de Aguiar
- Center for Language and Cognition Groningen (CLCG), University of Groningen, Groningen, Netherlands
| | - Roel Jonkers
- Center for Language and Cognition Groningen (CLCG), University of Groningen, Groningen, Netherlands
| | - Se Jin Oh
- Department of Communication Disorders, EWHA Womans University, Seoul, South Korea
| | - Gayle DeDe
- Department of Communication Sciences and Disorders, Temple University, Philadelphia, PA, United States
| | - Jee Eun Sung
- Department of Communication Disorders, EWHA Womans University, Seoul, South Korea
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Spatiotemporal consistency analysis of attention-deficit/hyperactivity disorder children. Neurosci Lett 2020; 734:135099. [DOI: 10.1016/j.neulet.2020.135099] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2019] [Revised: 05/21/2020] [Accepted: 05/25/2020] [Indexed: 11/22/2022]
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17
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Vaucheret Paz E, Puga C, Ekonen C, Pintos P, Lascombes I, De Vita S, Leist M, Corleto M, Basalo MJG. Verbal Fluency Test in Children with Neurodevelopmental Disorders. J Neurosci Rural Pract 2020; 11:95-99. [PMID: 32140010 PMCID: PMC7055602 DOI: 10.1055/s-0039-3400347] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022] Open
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.
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Affiliation(s)
- Esteban Vaucheret Paz
- Department of Child Neurology, Hospital Italiano de Buenos Aires, Buenos Aires, Argentina
| | - Celeste Puga
- Department of Child Neurology, Hospital Italiano de Buenos Aires, Buenos Aires, Argentina
| | - Christy Ekonen
- Department of Child Neurology, Hospital Italiano de Buenos Aires, Buenos Aires, Argentina
| | - Paula Pintos
- Department of Child Neurology, Hospital Italiano de Buenos Aires, Buenos Aires, Argentina
| | - Isabel Lascombes
- Department of Child Neurology, Hospital Italiano de Buenos Aires, Buenos Aires, Argentina
| | - Soledad De Vita
- Department of Child Neurology, Hospital Italiano de Buenos Aires, Buenos Aires, Argentina
| | - Mariana Leist
- Department of Child Neurology, Hospital Italiano de Buenos Aires, Buenos Aires, Argentina
| | - Mariela Corleto
- Department of Child Neurology, Hospital Italiano de Buenos Aires, Buenos Aires, Argentina
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Dubourg L, Maeder J, Pouillard V, Eliez S, Schneider M. Goal-Directed-Behavior in 22q11.2 Deletion Syndrome: Implication for Social Dysfunctions and the Emergence of Negative Symptoms. Front Psychiatry 2020; 11:230. [PMID: 32296354 PMCID: PMC7139406 DOI: 10.3389/fpsyt.2020.00230] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/15/2019] [Accepted: 03/10/2020] [Indexed: 11/25/2022] Open
Abstract
BACKGROUND Negative symptoms and social dysfunction are core features of the 22q11.2 deletion syndrome (22q11DS). Negative symptoms have been conceptualized as pathology of goal-directed-behaviors. Moreover, goal-directed-behaviors also appear to be a crucial step of social interactions. However, in 22q11DS, the extent to which goal-directed-behavior could be linked to social functioning difficulties and negative symptoms has never been examined. METHOD Verbal and nonverbal initiation was measured using the verbal fluency and figural fluency tasks in 93 individuals with 22q11DS and 57 healthy controls aged between 8 and 30 years in order to assess goal-directed-behavior ability. The associations between initiation scores and social functioning/negative symptoms were investigated. In addition, the effect of COMT Val/Met polymorphism on initiation competences was examined. RESULTS Results revealed diminished verbal and nonverbal initiation ability in 22q11DS individuals compared to controls. A positive correlation between verbal initiation and social functioning was found as well as between verbal initiation and negative symptoms, in particular social anhedonia. No differences in terms of initiation scores were found between individuals with 22q11DS carrying Met and Val polymorphism. CONCLUSION Results indicate impaired goal-directed-behavior in the 22q11DS population. These deficits seem to support social functioning impairments frequently observed in the 22q11DS and to a lesser extent the expression of negative symptoms.
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Affiliation(s)
- Lydia Dubourg
- Developmental Imaging and Psychopathology Lab, Department of Psychiatry, School of Medicine, University of Geneva, Geneva, Switzerland
| | - Johanna Maeder
- Developmental Imaging and Psychopathology Lab, Department of Psychiatry, School of Medicine, University of Geneva, Geneva, Switzerland
| | - Virginie Pouillard
- Developmental Imaging and Psychopathology Lab, Department of Psychiatry, School of Medicine, University of Geneva, Geneva, Switzerland
| | - Stephan Eliez
- Developmental Imaging and Psychopathology Lab, Department of Psychiatry, School of Medicine, University of Geneva, Geneva, Switzerland.,Department of Genetic Medicine and Development, School of Medicine, University of Geneva, Geneva, Switzerland
| | - Maude Schneider
- Developmental Imaging and Psychopathology Lab, Department of Psychiatry, School of Medicine, University of Geneva, Geneva, Switzerland.,Center for Contextual Psychiatry, Department of Neurosciences, Research Group Psychiatry, KU, Leuven, Leuven, Belgium
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Blomberg R, Danielsson H, Rudner M, Söderlund GBW, Rönnberg J. Speech Processing Difficulties in Attention Deficit Hyperactivity Disorder. Front Psychol 2019; 10:1536. [PMID: 31333549 PMCID: PMC6624822 DOI: 10.3389/fpsyg.2019.01536] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/19/2019] [Accepted: 06/18/2019] [Indexed: 12/20/2022] Open
Abstract
The large body of research that forms the ease of language understanding (ELU) model emphasizes the important contribution of cognitive processes when listening to speech in adverse conditions; however, speech-in-noise (SIN) processing is yet to be thoroughly tested in populations with cognitive deficits. The purpose of the current study was to contribute to the field in this regard by assessing SIN performance in a sample of adolescents with attention deficit hyperactivity disorder (ADHD) and comparing results with age-matched controls. This population was chosen because core symptoms of ADHD include developmental deficits in cognitive control and working memory capacity and because these top-down processes are thought to reach maturity during adolescence in individuals with typical development. The study utilized natural language sentence materials under experimental conditions that manipulated the dependency on cognitive mechanisms in varying degrees. In addition, participants were tested on cognitive capacity measures of complex working memory-span, selective attention, and lexical access. Primary findings were in support of the ELU-model. Age was shown to significantly covary with SIN performance, and after controlling for age, ADHD participants demonstrated greater difficulty than controls with the experimental manipulations. In addition, overall SIN performance was strongly predicted by individual differences in cognitive capacity. Taken together, the results highlight the general disadvantage persons with deficient cognitive capacity have when attending to speech in typically noisy listening environments. Furthermore, the consistently poorer performance observed in the ADHD group suggests that auditory processing tasks designed to tax attention and working memory capacity may prove to be beneficial clinical instruments when diagnosing ADHD.
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Affiliation(s)
- Rina Blomberg
- Disability Research Division, Institute for Behavioral Science and Learning, Linköping University, Linköping, Sweden
| | - Henrik Danielsson
- Disability Research Division, Institute for Behavioral Science and Learning, Linköping University, Linköping, Sweden
| | - Mary Rudner
- Disability Research Division, Institute for Behavioral Science and Learning, Linköping University, Linköping, Sweden
| | - Göran B W Söderlund
- Faculty of Teacher Education Arts and Sports, Western Norway University of Applied Sciences, Sogndal, Norway
| | - Jerker Rönnberg
- Disability Research Division, Institute for Behavioral Science and Learning, Linköping University, Linköping, Sweden
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20
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Gonçalves HA, Cargnin C, Jacobsen GM, Kochhann R, Joanette Y, Fonseca RP. Clustering and switching in unconstrained, phonemic and semantic verbal fluency: the role of age and school type. JOURNAL OF COGNITIVE PSYCHOLOGY 2017. [DOI: 10.1080/20445911.2017.1313259] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Hosana Alves Gonçalves
- Clinical and Experimental Neuropsychology Research Group (GNCE), Pontifical Catholic University of Rio Grande do Sul, Porto Alegre, RS, Brazil
| | - Caroline Cargnin
- Clinical and Experimental Neuropsychology Research Group (GNCE), Pontifical Catholic University of Rio Grande do Sul, Porto Alegre, RS, Brazil
| | - Geise Machado Jacobsen
- Clinical and Experimental Neuropsychology Research Group (GNCE), Pontifical Catholic University of Rio Grande do Sul, Porto Alegre, RS, Brazil
| | - Renata Kochhann
- Clinical and Experimental Neuropsychology Research Group (GNCE), Pontifical Catholic University of Rio Grande do Sul, Porto Alegre, RS, Brazil
| | - Yves Joanette
- Centre de Recherche, Institut Universitaire de Gériatrie de Montréal, Montréal, Canada
| | - Rochele Paz Fonseca
- Clinical and Experimental Neuropsychology Research Group (GNCE), Pontifical Catholic University of Rio Grande do Sul, Porto Alegre, RS, Brazil
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21
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Cortese S, Castellanos FX, Eickhoff CR, D’Acunto G, Masi G, Fox PT, Laird AR, Eickhoff SB. Functional Decoding and Meta-analytic Connectivity Modeling in Adult Attention-Deficit/Hyperactivity Disorder. Biol Psychiatry 2016; 80:896-904. [PMID: 27569542 PMCID: PMC5108674 DOI: 10.1016/j.biopsych.2016.06.014] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/31/2015] [Revised: 05/22/2016] [Accepted: 06/14/2016] [Indexed: 10/21/2022]
Abstract
BACKGROUND Task-based functional magnetic resonance imaging (fMRI) studies of adult attention-deficit/hyperactivity disorder (ADHD) have revealed various ADHD-related dysfunctional brain regions, with heterogeneous findings across studies. Here, we used novel meta-analytic data-driven approaches to characterize the function and connectivity profile of ADHD-related dysfunctional regions consistently detected across studies. METHODS We first conducted an activation likelihood estimation meta-analysis of 24 task-based fMRI studies in adults with ADHD. Each ADHD-related dysfunctional region resulting from the activation likelihood estimation meta-analysis was then analyzed using functional decoding based on ~7500 fMRI experiments in the BrainMap database. This approach allows mapping brain regions to functions not necessarily tested in individual studies, thus suggesting possible novel functions for those regions. Additionally, ADHD-related dysfunctional regions were clustered based on their functional coactivation profiles across all the experiments stored in BrainMap (meta-analytic connectivity modeling). RESULTS ADHD-related hypoactivation was found in the left putamen, left inferior frontal gyrus (pars opercularis), left temporal pole, and right caudate. Functional decoding mapped the left putamen to cognitive aspects of music perception/reproduction and the left temporal lobe to language semantics; both these regions clustered together on the basis of their meta-analytic functional connectivity. Left inferior gyrus mapped to executive function tasks; right caudate mapped to both executive function tasks and music-related processes. CONCLUSIONS Our study provides meta-analytic support to the hypothesis that, in addition to well-known deficits in typical executive functions, impairment in processes related to music perception/reproduction and language semantics may be involved in the pathophysiology of adult ADHD.
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Affiliation(s)
- Samuele Cortese
- Academic Unit of Psychology, Developmental Brain-Behaviour Laboratory, Southampton, United Kingdom; Clinical and Experimental Sciences (CNS and Psychiatry), Faculty of Medicine, University of Southampton, Southampton, United Kingdom; The Child Study Center, Hassenfeld Children's Hospital of New York, NYU Langone Medical Center, New York; IRCCS Stella Maris, Scientific Institute of Child Neurology and Psychiatry, Calambrone, Italy.
| | - F. Xavier Castellanos
- The Child Study Center at NYU Langone Medical Center, New York, NY, USA,Nathan S. Kline Institute for Psychiatric Research, Orangeburg, New York, USA
| | - Claudia R. Eickhoff
- Institute of Neuroscience and Medicine (INM-1), Research Center Jülich GmbH, Jülich, Germany,Department of Psychiatry, Psychotherapy and Psychosomatics, RWTH Aachen University, Aachen, Germany
| | - Giulia D’Acunto
- IRCCS Stella Maris, Scientific Institute of Child Neurology and Psychiatry, Calambrone, Italy
| | - Gabriele Masi
- IRCCS Stella Maris, Scientific Institute of Child Neurology and Psychiatry, Calambrone, Italy
| | - Peter T. Fox
- Research Imaging Institute, University of Texas Health Science Center, San Antonio, Texas, USA,Department of Radiology, University of Texas Health Science Center, San Antonio, TX, USA,South Texas Veterans Health Care System, San Antonio, TX, USA
| | - Angela R. Laird
- Department of Physics, Florida International University, Miami, FL, USA
| | - Simon B. Eickhoff
- Institute of Neuroscience and Medicine (INM-1), Research Center Jülich GmbH, Jülich, Germany,Institute of Clinical Neuroscience and Medical Psychology, Heinrich Heine University Duesseldorf, Duesseldorf, Germany
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Woods DL, Wyma JM, Herron TJ, Yund EW. Computerized Analysis of Verbal Fluency: Normative Data and the Effects of Repeated Testing, Simulated Malingering, and Traumatic Brain Injury. PLoS One 2016; 11:e0166439. [PMID: 27936001 PMCID: PMC5147824 DOI: 10.1371/journal.pone.0166439] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/18/2016] [Accepted: 10/29/2016] [Indexed: 12/15/2022] Open
Abstract
In verbal fluency (VF) tests, subjects articulate words in a specified category during a short test period (typically 60 s). Verbal fluency tests are widely used to study language development and to evaluate memory retrieval in neuropsychiatric disorders. Performance is usually measured as the total number of correct words retrieved. Here, we describe the properties of a computerized VF (C-VF) test that tallies correct words and repetitions while providing additional lexical measures of word frequency, syllable count, and typicality. In addition, the C-VF permits (1) the analysis of the rate of responding over time, and (2) the analysis of the semantic relationships between words using a new method, Explicit Semantic Analysis (ESA), as well as the established semantic clustering and switching measures developed by Troyer et al. (1997). In Experiment 1, we gathered normative data from 180 subjects ranging in age from 18 to 82 years in semantic ("animals") and phonemic (letter "F") conditions. The number of words retrieved in 90 s correlated with education and daily hours of computer-use. The rate of word production declined sharply over time during both tests. In semantic conditions, correct-word scores correlated strongly with the number of ESA and Troyer-defined semantic switches as well as with an ESA-defined semantic organization index (SOI). In phonemic conditions, ESA revealed significant semantic influences in the sequence of words retrieved. In Experiment 2, we examined the test-retest reliability of different measures across three weekly tests in 40 young subjects. Different categories were used for each semantic ("animals", "parts of the body", and "foods") and phonemic (letters "F", "A", and "S") condition. After regressing out the influences of education and computer-use, we found that correct-word z-scores in the first session did not differ from those of the subjects in Experiment 1. Word production was uniformly greater in semantic than phonemic conditions. Intraclass correlation coefficients (ICCs) of correct-word z-scores were higher for phonemic (0.91) than semantic (0.77) tests. In semantic conditions, good reliability was also seen for the SOI (ICC = 0.68) and ESA-defined switches in semantic categories (ICC = 0.62). In Experiment 3, we examined the performance of subjects from Experiment 2 when instructed to malinger: 38% showed abnormal (p< 0.05) performance in semantic conditions. Simulated malingerers with abnormal scores could be distinguished with 80% sensitivity and 89% specificity from subjects with abnormal scores in Experiment 1 using lexical, temporal, and semantic measures. In Experiment 4, we tested patients with mild and severe traumatic brain injury (mTBI and sTBI). Patients with mTBI performed within the normal range, while patients with sTBI showed significant impairments in correct-word z-scores and category shifts. The lexical, temporal, and semantic measures of the C-VF provide an automated and comprehensive description of verbal fluency performance.
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Affiliation(s)
- David L. Woods
- Human Cognitive Neurophysiology Laboratory, VANCHCS, Martinez, CA, United States of America
- UC Davis Department of Neurology, Sacramento, CA. United States of America
- Center for Neurosciences, UC Davis, Davis, CA United States of America
- UC Davis Center for Mind and Brain, Davis, CA United States of America
- NeuroBehavioral Systems, Inc., Berkeley, CA United States of America
| | - John M. Wyma
- Human Cognitive Neurophysiology Laboratory, VANCHCS, Martinez, CA, United States of America
- NeuroBehavioral Systems, Inc., Berkeley, CA United States of America
| | - Timothy J. Herron
- Human Cognitive Neurophysiology Laboratory, VANCHCS, Martinez, CA, United States of America
| | - E. William Yund
- Human Cognitive Neurophysiology Laboratory, VANCHCS, Martinez, CA, United States of America
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23
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Moura O, Pereira M, Alfaiate C, Fernandes E, Fernandes B, Nogueira S, Moreno J, Simões MR. Neurocognitive functioning in children with developmental dyslexia and attention-deficit/hyperactivity disorder: Multiple deficits and diagnostic accuracy. J Clin Exp Neuropsychol 2016; 39:296-312. [PMID: 27617883 DOI: 10.1080/13803395.2016.1225007] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
INTRODUCTION This study aimed to investigate the neurocognitive functioning of children with developmental dyslexia (DD) and attention-deficit/hyperactivity disorder (ADHD). METHOD Four groups of children between the ages of 8 and 10 years participated in the study: typically developing children (TDC; N = 34), children with DD-only (N = 32), children with ADHD-only (N = 32), and children with DD+ADHD (N = 18). RESULTS Children with DD and ADHD exhibited significant weaknesses on almost all neurocognitive measures compared with TDC. Large effect sizes were observed for naming speed and phonological awareness. The comorbid group showed deficits consistent with both DD and ADHD without additional impairments. Results from binary logistic regression and receiver-operating characteristic (ROC) curve analyses suggested that some neurocognitive measures revealed an adequate sensitivity for the clinical diagnosis of both neurodevelopmental disorders. Specifically, naming speed and phonological awareness were the strongest predictors to correctly discriminate both disorders. CONCLUSIONS Taken together, the results lend support to the multiple cognitive deficit hypothesis showing a considerable overlap of neurocognitive deficits between both disorders.
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Affiliation(s)
- Octávio Moura
- a Psychological Assessment and Psychometrics Laboratory, Faculty of Psychology and Educational Sciences , University of Coimbra , Coimbra , Portugal.,b Neurosciences, Neuropsychology and Cognitive Assessment group from the Cognitive and Behavioral Center for Research and Intervention (CINEICC) , University of Coimbra , Coimbra , Portugal
| | - Marcelino Pereira
- a Psychological Assessment and Psychometrics Laboratory, Faculty of Psychology and Educational Sciences , University of Coimbra , Coimbra , Portugal.,b Neurosciences, Neuropsychology and Cognitive Assessment group from the Cognitive and Behavioral Center for Research and Intervention (CINEICC) , University of Coimbra , Coimbra , Portugal.,c Faculty of Psychology and Educational Sciences , University of Coimbra , Coimbra , Portugal
| | - Cláudia Alfaiate
- d Pediatric Hospital , Coimbra University Hospitals , Coimbra , Portugal
| | - Eva Fernandes
- d Pediatric Hospital , Coimbra University Hospitals , Coimbra , Portugal
| | - Boavida Fernandes
- d Pediatric Hospital , Coimbra University Hospitals , Coimbra , Portugal
| | - Susana Nogueira
- d Pediatric Hospital , Coimbra University Hospitals , Coimbra , Portugal
| | - Joana Moreno
- c Faculty of Psychology and Educational Sciences , University of Coimbra , Coimbra , Portugal
| | - Mário R Simões
- a Psychological Assessment and Psychometrics Laboratory, Faculty of Psychology and Educational Sciences , University of Coimbra , Coimbra , Portugal.,b Neurosciences, Neuropsychology and Cognitive Assessment group from the Cognitive and Behavioral Center for Research and Intervention (CINEICC) , University of Coimbra , Coimbra , Portugal.,c Faculty of Psychology and Educational Sciences , University of Coimbra , Coimbra , Portugal
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Hazin I, Leite G, Oliveira RM, Alencar JC, Fichman HC, Marques PDN, de Mello CB. Brazilian Normative Data on Letter and Category Fluency Tasks: Effects of Gender, Age, and Geopolitical Region. Front Psychol 2016; 7:684. [PMID: 27242598 PMCID: PMC4861882 DOI: 10.3389/fpsyg.2016.00684] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2015] [Accepted: 04/23/2016] [Indexed: 11/25/2022] Open
Abstract
Verbal fluency is a basic function of language that refers to the ability to produce fluent speech. Despite being an essentially linguistic function, its measurements are also used to evaluate executive aspects of verbal behavior. Performance in verbal fluency (VF) tasks varies according to age, education, and cognitive development. Neurodevelopmental disorders that affect the functioning of frontal areas tend to cause lower performance in VF tasks. Despite the relative consensus that has been reached in terms of the use of VF tasks for the diagnosis of dyslexia and attention-deficit/hyperactivity disorder, few studies have considered regional variations in Brazil. The present study sought to provide normative data on VF tasks in children by considering gender, age, education, and geopolitical region of origin with auxiliary purposes in neuropsychological diagnosis of disorders that occur with executive changes The study included 298 participants, 7–10 years of age of both genders, who performed three letter fluency tasks and three category fluency tasks. The data were subjected to correlational and variance analyses, with age and gender as factors. No effect of gender on the children's performance was found. However, significant differences between age groups were observed, with better performance in letter tasks in older children and better performance in letter tasks compared with category tasks. Significant regional differences in performance on the letter VF task were observed. These results reinforce the importance of regional normative data in countries with high regional cultural variations, such as Brazil.
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Affiliation(s)
- Izabel Hazin
- Departmento de Psicologia, Universidade Federal do Rio Grande do Norte Natal, Brazil
| | - Gilmara Leite
- Departamento de Psicologia, Universidade Federal de São Paulo São Paulo, Brazil
| | - Rosinda M Oliveira
- Instituto de Psicologia, Universidade Federal do Rio de Janeiro Rio de Janeiro, Brazil
| | - João C Alencar
- Departamento de Biociências da Universidade Federal do Rio Grande do Norte Natal, Brazil
| | - Helenice C Fichman
- Departamento de Psicologia, Pontifícia Universidade Católica do Rio de Janeiro Rio de Janeiro, Brazil
| | - Priscila D N Marques
- Instituto de Psicologia, Universidade Federal do Rio de Janeiro Rio de Janeiro, Brazil
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Good Holders, Bad Shufflers: An Examination of Working Memory Processes and Modalities in Children with and without Attention-Deficit/Hyperactivity Disorder. J Int Neuropsychol Soc 2016; 22:1-11. [PMID: 26714882 DOI: 10.1017/s1355617715001010] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/22/2022]
Abstract
The aim of this study was to examine working memory (WM) modalities (visual-spatial and auditory-verbal) and processes (maintenance and manipulation) in children with and without attention-deficit/hyperactivity disorder (ADHD). The sample consisted of 63 8-year-old children with ADHD and an age- and sex-matched non-ADHD comparison group (N=51). Auditory-verbal and visual-spatial WM were assessed using the Digit Span and Spatial Span subtests from the Wechsler Intelligence Scale for Children Integrated - Fourth Edition. WM maintenance and manipulation were assessed via forward and backward span indices, respectively. Data were analyzed using a 3-way Group (ADHD vs. non-ADHD)×Modality (Auditory-Verbal vs. Visual-Spatial)×Condition (Forward vs. Backward) Analysis of Variance (ANOVA). Secondary analyses examined differences between Combined and Predominantly Inattentive ADHD presentations. Significant Group×Condition (p=.02) and Group×Modality (p=.03) interactions indicated differentially poorer performance by those with ADHD on backward relative to forward and visual-spatial relative to auditory-verbal tasks, respectively. The 3-way interaction was not significant. Analyses targeting ADHD presentations yielded a significant Group×Condition interaction (p=.009) such that children with ADHD-Predominantly Inattentive Presentation performed differentially poorer on backward relative to forward tasks compared to the children with ADHD-Combined Presentation. Findings indicate a specific pattern of WM weaknesses (i.e., WM manipulation and visual-spatial tasks) for children with ADHD. Furthermore, differential patterns of WM performance were found for children with ADHD-Predominantly Inattentive versus Combined Presentations. (JINS, 2016, 22, 1-11).
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Moura O, Simões MR, Pereira M. Executive functioning in children with developmental dyslexia. Clin Neuropsychol 2014; 28 Suppl 1:S20-41. [PMID: 25277716 DOI: 10.1080/13854046.2014.964326] [Citation(s) in RCA: 31] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
The term "executive function" has been used to describe several higher-order cognitive processes. This study examined the processing speed, shifting, planning, and verbal fluency of a sample of 50 Portuguese children with developmental dyslexia (DD) and 50 typically developing children (TDC; chronological-age-matched controls) between 8 and 12 years of age to evaluate the children's executive functioning. Compared to TDC, children with DD revealed significant processing speed, shifting, and verbal fluency deficits. After controlling for differences in the general intellectual ability, significant group differences remained for shifting, verbal fluency and marginally for processing speed. No significant differences in planning ability were observed between the groups. No significant interaction of group, gender, and age was found for any of the executive functions measures studied. Word productivity in both semantic and phonemic verbal fluency tasks decreased significantly over the 60 seconds for both groups. Shifting was the only significant predictor of DD in the binary logistic regression analysis and yielded the highest area under the curve value (receiver operating characteristics curve analysis). Therefore, although these findings highlight the presence of specific executive functions deficits in children with DD, they should not be interpreted as indicative of the presence or absence of this learning disorder.
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Affiliation(s)
- Octávio Moura
- a Faculty of Psychology and Education Sciences , University of Coimbra , 3001-802 Coimbra , Portugal
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Ghemulet M, Baskini M, Messinis L, Mouza E, Proios H. Taste perception analysis using a semantic verbal fluency task. Psychol Res Behav Manag 2014; 7:261-72. [PMID: 25285026 PMCID: PMC4181634 DOI: 10.2147/prbm.s66428] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
A verbal fluency (VF) task is a test used to examine cognitive perception. The main aim of this study was to explore a possible relationship between taste perception in the basic taste categories (sweet, salty, sour, and bitter) and subjects' taste preferences, using a VF task in healthy and dysphagic subjects. In addition, we correlated the results of the VF task with body mass index (BMI). The hypothesis is that categorical preferences would be consistent with the number of verbal responses. We also hypothesized that higher BMI (>30 kg/m(2)) would correlate with more responses in either some or all four categories. VF tasks were randomly administered. Analysis criteria included number of verbally produced responses, number of clusters, number of switches, number and type of errors, and VF consistency with taste preferences. Sixty Greek-speaking individuals participated in this study. Forty-three healthy subjects were selected with a wide range of ages, sex, and education levels. Seventeen dysphagic patients were then matched with 17 healthy subjects according to age, sex, and BMI. Quantitative one-way analysis of variance (between groups as well as repeated measures), post hoc, and chi-square, and qualitative analyses were performed. In the healthy subjects' group, the differences among the mean number of responses for the four taste categories were statistically significant. When comparing the two matched groups of healthy and dysphagic subjects, there were no statistically significant differences in the mean number of responses in the four basic taste categories. However, for both groups, most responses were generated in the following descending order: sweet, salty, sour, and bitter. The bitter category presented the majority of errors for both groups. Obese subjects produced a greater mean number of responses for the "sweet," "sour," and "bitter" categories; conversely, underweight subjects produced a larger mean number of responses for the "salty" category, even though these differences were not statistically significant. The relationship of VF with taste perception and BMI could contribute to evidence-based knowledge that can be used for clinical practice.
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Affiliation(s)
- Maria Ghemulet
- Department of Speech Therapy, Anagennisis (Revival) Physical Recovery and Rehabilitation Centre, Nea Raidestos, Filothei, Thessaloniki, Greece
- Department of Speech and Language Therapy, Technological Institute of Western Greece, Patra, Greece
| | - Maria Baskini
- Department of Neurosurgery, Interbalkan European Medical Centre, Thessaloniki, Greece
| | - Lambros Messinis
- Department of Speech and Language Therapy, Technological Institute of Western Greece, Patra, Greece
- Neuropsychology Section, Department of Neurology, University of Patras, Medical School, Patras, Greece
| | - Eirini Mouza
- Department of Speech Therapy, Anagennisis (Revival) Physical Recovery and Rehabilitation Centre, Nea Raidestos, Filothei, Thessaloniki, Greece
| | - Hariklia Proios
- Department of Speech Therapy, Anagennisis (Revival) Physical Recovery and Rehabilitation Centre, Nea Raidestos, Filothei, Thessaloniki, Greece
- Department of Education and Social Policy, University of Macedonia, Thessaloniki, Greece
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Shao Z, Janse E, Visser K, Meyer AS. What do verbal fluency tasks measure? Predictors of verbal fluency performance in older adults. Front Psychol 2014; 5:772. [PMID: 25101034 PMCID: PMC4106453 DOI: 10.3389/fpsyg.2014.00772] [Citation(s) in RCA: 563] [Impact Index Per Article: 56.3] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2014] [Accepted: 07/01/2014] [Indexed: 12/12/2022] Open
Abstract
This study examined the contributions of verbal ability and executive control to verbal fluency performance in older adults (n = 82). Verbal fluency was assessed in letter and category fluency tasks, and performance on these tasks was related to indicators of vocabulary size, lexical access speed, updating, and inhibition ability. In regression analyses the number of words produced in both fluency tasks was predicted by updating ability, and the speed of the first response was predicted by vocabulary size and, for category fluency only, lexical access speed. These results highlight the hybrid character of both fluency tasks, which may limit their usefulness for research and clinical purposes.
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Affiliation(s)
- Zeshu Shao
- The Psychology of Language Department, Max Planck Institute for Psycholinguistics Nijmegen, Netherlands
| | - Esther Janse
- The Psychology of Language Department, Max Planck Institute for Psycholinguistics Nijmegen, Netherlands ; Donders Institute for Brain, Cognition and Behaviour, Radboud University Nijmegen, Netherlands ; Centre for Language Studies, Radboud University Nijmegen, Netherlands
| | - Karina Visser
- Donders Institute for Brain, Cognition and Behaviour, Radboud University Nijmegen, Netherlands
| | - Antje S Meyer
- The Psychology of Language Department, Max Planck Institute for Psycholinguistics Nijmegen, Netherlands ; Donders Institute for Brain, Cognition and Behaviour, Radboud University Nijmegen, Netherlands
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