predicting factors of verbal fluency and the effects of stereotype threat and boost
Clicks: 205
ID: 168619
2015
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This
article has not been analysed, so there is no overall score —
reader engagement is measured and shown alongside.
Reader Engagement
Steady Performance
30.0
/100
205 views
37 readers
AI Quality Assessment
Not analyzed
Readership in this journal
SteadyRanked #859 of 1,131 articles by views in accounts of chemical research
Most read
Least read
Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 1,131 in total.
Mint this article as an NFT
Not yet mintedCreate a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.
5
SUSD
one-off · no wallet required
Abstract
Aims: Verbal Fluency (VF) tasks are often utilised to assist in the neuropsychological assessment of cognitive impairment and diagnosis of cognitive disorders. VF performance can also provide information about an individual’s vocabulary and speed of cognitive processes. In order to further develop our understanding of predictors of VF, this study explored how age, education and time spent reading and writing can affect performance. Furthermore, this study investigated the effects of a stereotype threat (STT) or boost (STB).
Method: VF tasks (pre and post stereotype manipulation) were administrated to 30 adults with 15 receiving a STT and 15 receiving a STB. The stereotype threat/boost was activated by informing participants that they read and wrote less/more than their peers.
Results: Medium to strong positive correlations (with some being significant) were found between education level and both the number of words generated and with word commonality scores (i.e. how common the words were for these participants). Negative medium to weak correlations were found between age and both the number of words generated and with commonality scores. There was also a significant interaction showing that the words generated by a category prompt were less common following a STB and more common following a STT.
Conclusions: These results support those of previous literature in regards to the respective impacts of education and age on VF. Furthermore, the impacts found of age and education on the commonality of words generated provides information on the nature of their influences. Lastly, the present study sheds light on the potential effects of STT and STB on verbal fluency.
| Reference Key |
noauthor2015frontierspredicting
Use this key to autocite in the manuscript while using
SciMatic Manuscript Manager or Thesis Manager
|
|---|---|
| Authors | ; |
| Journal | accounts of chemical research |
| Year | 2015 |
| DOI |
10.3389/conf.fpsyg.2015.66.00008
|
| URL | |
| Keywords |
Citations
No citations found. To add a citation, contact the admin at info@scimatic.org
Comments
No comments yet. Be the first to comment on this article.