Verbal fluency tests: Developing a new model of administration and scoring for Spanish language

Olabarrieta‐Landa, Laiene; Torre, Esther Landa; López-Mugartza, Juan Carlos; Bialystok, Ellen; Arango-Lasprilla, Juan Carlos

doi:10.3233/nre-162102

Cited by 34 publications

(37 citation statements)

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“…With this approach, the test can be applied to children who have not consolidated their spelling knowledge and to adults with no education (Olabarrieta-Landa et al, 2017). Other authors such as Beltrán Dulcey and Solís Uribe (2012) also used the / f /, / a /, / s / phonemes when applying the test to a number of Colombian adolescents.…”

Section: Discussionmentioning

confidence: 99%

Verbal fluency tests: Normative data for Spanish-speaking pediatric population

Olabarrieta‐Landa

Rivera

Lara

et al. 2017

NRE

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Abstract. OBJECTIVE:To generate normative data for the phonological and semantic verbal fluency tests (VFT) in Spanish-speaking pediatric populations. METHOD: The sample consisted of 4,373 healthy children from nine countries in Latin America (Chile, Cuba, Ecuador, Guatemala, Honduras, Mexico, Paraguay, Peru, and Puerto Rico) and Spain. Each participant was administered the VFT as part of a larger neuropsychological battery. Scores for letters F, A, S, and animals and fruit categories were normed using multiple linear regressions and standard deviations of residual values. Age, age 2 , sex, and mean level of parental education (MLPE) were included as predictors in the analyses.

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Section: Discussionmentioning

confidence: 99%

Verbal fluency tests: Normative data for Spanish-speaking pediatric population

Olabarrieta‐Landa

Rivera

Lara

et al. 2017

NRE

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“…Within research and clinical practice, the most commonly used verbal fluency tests are phonological and semantic (Strauss et al, 2006;Marino and Alderete, 2010;Lezak, 2012). Phonological fluency requires executive functioning and the activation of areas within the frontal lobe, whereas semantic fluency taps into lexical access and vocabulary and requires participation of the temporal lobe (Olabarrieta-Landa et al, 2017). The assessment of this test must comply with certain rules including time limits for word generation, instructions about the types of words that must be evoked and/or omitted, and specific scoring guidelines (Olabarrieta-Landa et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Normative Data for Test of Verbal Fluency and Naming on Ecuadorian Adult Population

et al. 2020

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Objective: To generate normative data for verbal fluency and naming test in an Ecuadorian adult population. Methods: The sample consisted of 322 healthy adults (18-84 years old) recruited from Quito, Ecuador. The verbal fluency and Boston Naming Test (BNT) were administered as part of a larger comprehensive neuropsychological battery. Multiple linear regression analyses were used to generate the normative data taking into account age, education, and sex. Results: For phonological verbal fluency, results indicated that only education was significantly related to the performance of the letters "A," "S," and "M." However, the performance on the letter "F" was significantly associated with age and education. For semantic fluency, the performance on "animals" was significantly influenced by age, quadratic age, and education, whereas that for "fruits" was explained by quadratic age, education, and sex. The performance on the BNT was significantly influenced by age and education. A Microsoft Excel-based calculator was created to help clinicians to obtain the normative data on this test. Conclusion: This normative data will help neuropsychologist in Ecuador to use these tests both in research and in their clinical practice to improve the diagnosis of cognitive deficits in the population.

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“…Several variables that may impact letter verbal fluency, which were not assessed in this study, could explain these differences in scores among countries. For instance, language-related competences (e.g., vocabulary level, reading, and writing) have been associated with better performance in letter verbal fluency (Kochhann, Holz, Beber, Chaves, & Fonseca, 2018; Olabarrieta-Landa, Rivera, et al, 2017; Olabarrieta-Landa, Torre, et al, 2017). In countries with bilingual population, such as Puerto Rico, bilingualism might be an important variable since it has been also related to letter verbal fluency, with no clear results: While some studies have reported that monolinguals outperform bilingual participants on letter verbal fluency (Bialystok, Craik, & Luk, 2008; Gollan, Montoya, & Werner, 2002), others have found that bilingual participants outperform monolinguals when vocabulary level is similar among both groups (Friesen, Luo, Luk, & Bialystok, 2015; Luo, Luk, & Bialystok, 2010).…”

Section: Discussionmentioning

confidence: 99%

“…The participants were required to produce as many words as possible in 1 minute beginning with the letters M, R, and P. The VFTs were always administered in the same order, that is, first letter M, subsequently letter R, and finally letter P. For administration and scoring, the guidelines of Olabarrieta-Landa, Rivera, et al (2017) and Olabarrieta-Landa, Torre, et al (2017) were used.…”

Section: Methodsmentioning

confidence: 99%

“…Moreover, the letters typically used with English speakers (e.g., F, A, S) have been shown to be less than optimal for Spanish speakers. Nonetheless, these continue to be used in VFT assessments (Olabarrieta-Landa, Torre, López-Mugartza, Bialystok, & Arango-Lasprilla, 2017). The amount of words produced with letters F, A, S in Spanish speakers has been shown to be less than in English, since the Spanish language has less words that start with those letters (Strauss et al, 2006).…”

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confidence: 99%

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Regression-Based Normative Data for Children From Latin America: Phonological Verbal Fluency Letters M, R, and P

et al. 2020

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This study is part of a larger project to generate norms for letter verbal fluency test (VFT) in 3,284 children from nine Latin American countries. The letter VFT (letters M, R, and P) was administered and multiple linear regressions, including age, age2, MPE (mean parental education), MPE2, sex, and interactions were used as predictors. Results showed significant differences across countries for all scores. Age affected scores linearly except for Ecuador (P-letter), in which a quadratic effect was found. Scores increased linearly as a function of MPE, with the exception of Mexico (R-letter), in which a quadratic effect was found. Age by MPE (M- and P-letters), and age by MPE2 (R-letter) interactions were found in Mexico. Sex had an impact on letter R in Cuba, and letter P in Ecuador and Paraguay. Age2 by sex interaction was found in Ecuador (P-letter). These norms will be useful for clinical neuropsychologists in these countries to evaluate their patients’ verbal fluency.

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Verbal fluency tests: Developing a new model of administration and scoring for Spanish language

Abstract: This review showed that still there is no consensus regarding the administration and scoring of VFT. A new method of administration and scoring is presented that can be use with Spanish-speakers.

Cited by 34 publications

References 53 publications

Verbal fluency tests: Normative data for Spanish-speaking pediatric population

Verbal fluency tests: Normative data for Spanish-speaking pediatric population

Normative Data for Test of Verbal Fluency and Naming on Ecuadorian Adult Population

Regression-Based Normative Data for Children From Latin America: Phonological Verbal Fluency Letters M, R, and P

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