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Objectives: This study aimed to examine which verbal fluency task is most useful in assessing adolescents with reading disorders (RD)., Method: Eighty-three Hebrew-speaking adolescents (ages 12-15), 42 of them with RD, completed semantic and phonemic fluency tasks, and their scores were converted to standardized scores according to population norms., Results: Scores on the semantic task were similar in the RD and the control group, unlike scores on the phonemic task, which were significantly lower in the RD group. The RD group demonstrated higher semantic than phonemic scores, unlike the control group whose standardized scores on both tasks were similar. Phonemic but not semantic fluency scores predicted spelling scores within the RD group., Conclusions: Adolescents with RD have no difficulty on a semantic fluency task, but perform below expected age-matched levels on the phonemic fluency task. To document this task-difference, practitioners must administer both fluency tasks when assessing RD., (© The Author(s) 2022. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permission@oup.com.)

Previous studies have provided inconsistent evidence concerning the association between delayed retrieval of story information from long-term memory and retrieval of words on verbal fluency tasks. The current study looks for shared retrieval mechanisms in these tasks from childhood to old age. Three-hundred and eighty participants (ages 5-91) performed tasks of story recall, digit span, phonemic fluency, and semantic fluency. Significant correlations between delayed story recall and both fluency tasks emerged in all age groups, and the contribution of delayed story recall to fluency performance remained significant when analyzing the combined effects of story recall and digit span. These findings suggest that retrieval of information through story recall and retrieval of words on fluency tasks may share similar cognitive components., (Copyright © 2019. Published by Elsevier Inc.)

The aim of this study was to examine whether performance on phonemic and semantic fluency tasks follows similar lifespan trajectories. Data from 1212 Hebrew-speakers aged 5-86 years were analyzed. Both linear and curvilinear quadratic models fit the data, reflecting a general increase in ability with age, as well as an increase followed by a decrease beyond this linear rise. A significant interaction between task type and the curvilinear effect demonstrated differential lifespan patterns of performance on each task. While scores improved similarly on the phonemic and semantic tasks during childhood, late-life decline was more noticeable on the semantic task, possibly due to the unique characteristics of aging-related word retrieval difficulties.

In the present study we tested the possibility that older adults differ from younger adults in their appreciation of metaphoric semantic relations, and that age-related changes occur due to the perception of novel metaphors. In the first experiment 35 younger (mean age?=?23.1) and 35 older adults (mean age?=?75.3) were asked to rate the plausibility of metaphoric, literal, and unrelated word pairs. Relative to young participants, older participants rated fewer expressions as metaphorically plausible. The second experiment was conducted to examine whether the findings of the first experiment could be accounted for by an age-associated difference in the appreciation of metaphors with different levels of familiarity. In the second experiment, 25 younger (mean age?=?24.4) and 25 older adults (mean age?=?77.5) were asked to rate the familiarity level of the plausible metaphoric expressions. Relative to young participants, older participants rated fewer expressions as novel and more expressions as familiar. The results suggest that novelty plays an important role in appreciating the plausibility of semantic relationships, and age-related changes are associated with the appreciation of the novelty of expressions.

This paper examines switching and clustering in phonemic and semantic fluency tasks in individuals with traumatic brain injury (TBI). Fluency tasks were administered to 30 Hebrew-speaking patients with TBI and 30 age-matched control participants. Significant group differences were found in total output, number of switches, and number of clusters on both tasks, but not in mean cluster size. Unlike prediction, z scores of the number of semantic switches and clusters were lower than the equivalent z scores on the phonemic test. Results highlight the executive component of semantic fluency and the importance of using this task when assessing cognitive functioning after TBI.

Word retrieval was assessed in 207 normally developing Hebrew-speaking children aged 8-17 through four tasks: picture naming, phonemic fluency, semantic fluency, and homophone meaning generation (HMGT). Scores on all tests correlated positively and significantly with participant age. Yet, age effects and the correlation between age and test scores were weakest for the naming test and strongest for the HMGT. We discuss the nature of the word search involved in each task and suggest that the more executive demands required by a test the steeper the slope of performance increase on this test.

The current study examines whether the Homophone Meaning Generation Test (HMGT; Warrington, 2000) is correlated with the phonemic and/or the semantic fluency tests and compares its association with the number of switches and clusters and the mean cluster size of these two tasks. One hundred healthy Hebrew speakers (18-35 years of age; mean = 24.9) generated meanings for 24 homophones and provided words beginning in three different letters, as well as words belonging to three semantic categories. Results show that the HMGT score correlated significantly and similarly with the total score of both the phonemic and the semantic fluency tests. There was a significant correlation between the HMGT and the number of phonemic switches and clusters, but not between the HMGT and the mean phonemic cluster size. The HMGT correlated with the number of semantic switches and clusters, as well as with the mean semantic cluster size. The findings suggest that the relationship between these tests is mediated by a shared executive component, attesting to the HMGT's utility in tapping into mechanisms of shifting and mental flexibility.

Naming and word fluency tests are commonly used in neuropsychological evaluations of both children and adults. The current work examines at which age performance on these tests reaches adult level. One hundred fifty children, 30 in each of 5 age groups (8-9, 10-11, 12-13, 14-15, 16-17), and 30 adults ages 18 to 29, participated in the study. Participants completed a Hebrew naming test, a three-letter phonemic fluency task, and a three-category semantic fluency task (animals, fruits and vegetables, and vehicles). Results show that all measures increase steadily from age 8 to age 17. No difference between the 16- to 17-year-old adolescents and the adults was found on the naming test and on the phonemic fluency task, but such a difference was documented for semantic fluency. The relative contribution of the maturation of vocabulary and the development of efficient retrieval processes to performance on naming and fluency tasks is discussed.

Norms for Hebrew semantic and phonemic fluency were collected in a sample of 369 participants, ranging in age from 18 to 85. Two hundred and sixty nine persons completed both tests and the rest completed only the semantic test. Phonemic fluency was assessed with the use of three letters (bet, gimel, and shin) and semantic fluency with the use of three categories (animals, fruits and vegetables, and vehicles). Scores of individual letters and categories, sum scores, as well as the difference between the semantic and phonemic sum scores are presented for four age groups (18-30, 31-50, 51-70, and 71-85). Results show that age had the greatest effect on fluency performance, level of education was positively correlated to sum scores but contributed little to its prediction beyond the contribution of age, and gender had no significant effect.

Background: Vocabulary scores increase until approximately age 65 years and then remain stable or decrease slightly, unlike scores on tests of other cognitive abilities that decline significantly with age. Aims: To review the findings on ageing‐related changes in vocabulary, and to discuss four methodological issues: research design; test type; measurement; and vocabulary ability as a proxy for general intelligence. Main Contribution: A discussion of cross‐sectional and longitudinal research designs shows that cohort membership accounts for some but not all ageing‐related changes in vocabulary, and that drop‐out and test–retest effects do not alter conclusions regarding these changes. Test type affects age trends in vocabulary, and if researchers use only one test, they should choose a multiple‐choice synonym test. While some authors suggest that vocabulary tests do not measure the same underlying ability in younger and older adults, more research of this suggestion is needed. A brief examination of the use of vocabulary ability as a proxy for general intelligence in healthy ageing and for premorbid abilities in dementia indicates that such practice is often questionable. Conclusions: Vocabulary knowledge increases through the mid‐60s regardless of measurement method. However, there is little information on how word knowledge serves other verbal skills in old age, how and when adults learn new words, or how much exposure is necessary for meanings to remain in storage for a lifetime. Research of these issues may require new methodologies, as well as novel theoretical accounts of ageing‐related effects on vocabulary. WHAT THIS PAPER ADDS: What is already known on this subject: Unlike many cognitive abilities that decline with ageing, vocabulary knowledge continues to increase until approximately age 65, and then remains stable or decreases slightly. These findings have been replicated in different research designs and across languages. What this paper adds to existing knowledge: The article presents a summary of findings on changes in vocabulary across adulthood, and a discussion of four key methodological issues: research design, test type, measurement, and the use of vocabulary ability as a proxy for general intelligence. What are the potential or actual clinical implications of this work?: To better understand changes in vocabulary knowledge across adulthood, clinicians must be aware of methodological considerations that affect the field. Such considerations have direct clinical implications regarding the choice of vocabulary tests and their use as a proxy for other abilities in both healthy older adults and in individuals with dementia. [ABSTRACT FROM AUTHOR]