جستجوی مقالات مرتبط با کلیدواژه "verbal fluency" در نشریات گروه "پزشکی"

Numerous studies have yielded conflicting results concerning the disparities in verbal (semantic and letter) fluency between monolingual and bilingual individuals. Given the linguistic variations among bilinguals and the influence of cultural differences on language, this study examined verbal fluency in Kurdish and Azari bilinguals and compared it with that of Farsi monolinguals. This cross-sectional study involved 30 Farsi monolingual students, 28 Kurdish-Farsi bilinguals, and 29 Azari-Farsi bilinguals. The study utilized semantic (fruits and animals) and letter fluency tasks (/f/, /a/, and /s/). Each bilingual participant was instructed to perform the verbal fluency tasks twice: once in their native language and once in Farsi. In both fluency tasks, bilinguals demonstrated superior performance in Farsi compared to their mother languages (Azari and Kurdish) (P <0.001). Furthermore, no significant differences were observed between bilinguals and monolinguals in the formal language of their community (Farsi). The formal language in Iran (Farsi) predominates among bilingual individuals. This is likely because the educational system and formal writing are conducted in Farsi. Bilinguals typically use their native language only for conversations within their native context and with their peers.

Verbal fluency is a cognitive function that can be easily assessed at the bedside and provide valuable data for clinical assessment of various cognitive functions. We decided to provide a standardized test to assess verbal fluency in the Persian language, including both phonemic and semantic fluency subtests.

First, three phonemes (/p/, /d/, and /ʃ/) and three categories (animals, fruits, and kitchen appliances) were selected based on a pilot study and a panel of specialists. Then, we selected 500 Persian-speaking participants (47.8% male) aged 18 to 65 years via a convenient sampling method from the general population. Participants were grouped according to age, gender, and education. They performed the verbal fluency test.

The Mean±SD number of generated words in letter fluency and semantic fluency was 8.3±4.1 and 18.0±5.5, respectively. Age, educational level, and mother tongue were associated with letter fluency. Semantic fluency was associated with age, gender, education level, and mother tongue. 

For a more reliable clinical assessment, we suggest using all three letters (phonemes) and three semantic categories for each subject, calculating the mean of the produced words, and comparing them with the suggested cut-off points provided for each subcategory. Age was negatively correlated with the number of generated words in letter fluency (r=-0.33; P<0.001) and semantic fluency tasks (r=-0.26; P<0.001). In the letter fluency task, there was no statistically significant difference between males and females according to the number of generated words (P=0.057). However, in semantic fluency, female participants generated more words (P=0.005). Mother tongue (Farsi) showed a significant effect both on letter fluency (t=5.55, P<0.001) and semantic fluency (t=9.41, P<0.001). Level of education had a significant association with both letter fluency (F=117.23, P<0.001) and semantic fluency (F=64.48, P<0.001).

Phonemic and semantic fluency tasks are used for verbal fluency (VF) evaluation. The present study aimed to select the most appropriate semantic categories and the most frequent phonemes of Persian as items for the VF test. Then, we determine the test results in differentiation between cognitively intact people and those with Mild Cognitive Impairment (MCI) and Alzheimer Disease (AD).

A cross-sectional study was conducted on 120 people (60 cognitively intact, 30 with AD, and 30 with MCI) in two phases. In phase one, linguists determine the most frequent phonemes at the beginning of Persian words and the most frequent semantic categories based on a survey. In phase two, the verbal fluency test was administered to cognitively intact people and those with cognitive impairment (patients with AD and MCI). One-way ANOVA and multiple linear regression were used for statistical analysis.

The normal subjects scored significantly higher in all phonemic and semantic fluency tasks than the patients with AD and people with MCI (P<0.05). Regarding the phonemic VF task, the phonemes /sh/, /s/, and then /a/ were better in differentiating the MCI and AD groups from the normal group. Regarding the semantic VF task, the animals’ category was better differentiated the MCI and AD groups from the normal group.

Comparing frequent phonemes and semantic categories of Persian across three groups of normal, AD, and MCI showed that some phonemes and semantic categories can be more differentiating in the VF task. However, it is a preliminary validation study, and this topic needs more investigation in the future.

Multiple sclerosis (MS) is an acquired autoimmune disease of the brain and spinal cord, resulting in the loss of control, vision, balance, and senses. Among the most important complications of MS in the course of the disease are speech disorders, especially dysarthria, as well as impairment of difficulty and language disorders.

Therefore, this research aimed to study the verbal fluency of Persian patients on three types of MS (Relapsing-Remitting, Primary Progressive, and Secondary Progressive).

The descriptive-analytical approach was employed in this cross-sectional research. Since three types of MS were analyzed in this study, the samples collected using the convenience non-probability sampling technique from the MS patients in Rofeideh Rehabilitation Hospital in Tehran. Based on the inclusion criteria, 24 patients were put in each subgroup, and a total of 72 patients were selected. Besides, the mini-mental state examination (MMSE) was carried out in this research to study the cognitive conditions of the patients. The verbal fluency test has two subtests: semantic and phonological fluency. These two components were analyzed for analyzing lexical knowledge and flexibility. In the data analysis phase, the normal distribution of the data was examined by the Shapiro-Wilk test, and paired t-test, one-way analysis of variance, and Bonferroni non-parametric tests were used to compare the mean values of the variables and analyze the data.

Our findings revealed amean switching and total verbal fluency of 11.6 (SD = 4.56) and 27.3 (SD = 7), respectively. The different forms of word switching and phonological fluency had no significant relationship with age and gender, but MMSE had a significant positive relationship with all of them (P < 0.05). The results from the analysis of variance and Bonferroni test also revealed no significant difference between the mean values on the SP and PP types of MS, but there was a significant difference between all mean values on the RR as well as the PP types (P < 0.05). However, the types of PP, SP, and RR did not significantly differ in word switching. Besides, phonological switching and verbal switching varied significantly in patients by academic degree (P < 0.001).

The findings from this research revealed that the three types of MS differed significantly at least in lexical switching, phonological fluency, or semantic fluency

This study examined the effect of bilingualism on the processing of clustering and switching in verbal fluency tasks in Farsi-Balochi bilinguals.

Ninety participants entered this study, including 45 Farsi monolinguals and 45 Farsi-Balochi bilinguals. All participants were male university students between the ages of 18 to 24 years. Verbal fluency tests were performed and the clustering and switching scores were calculated. Data was analyzed in SPSS-16 software.

The monolingual group obtained a score of 32.84 in the total semantic fluency task and 24.13 in the phonemic fluency task, while the bilingual group obtained 30.70 in the semantic task and 29.37 in the phonemic task. The number of switches between the clusters and the mean cluster size were 35.82 and 2.6 in the monolingual group and 38.65 and 2.26 in the bilingual group, respectively. The difference between groups in phonemic fluency, phonemic switching, and semantic clustering was significant (p˂0.05).

The bilingual group performed better in phonemic fluency and switched more between the clusters. Meanwhile, the monolinguals produced more words in each cluster than the bilinguals.

 

Studies have indicated that failure to eat breakfast did not affect children’s performance in general cognitive tests; however, skipping breakfast might have effects on the specific aspects of cognition such as memory. Hypothetically, language as a higher cognitive function may be influenced by breakfast consumption routines.

This study aimed to compare students’ verbal fluency and working memory according to their breakfast routines.

We selected 60 seven-year-old children from three primary schools in the central regions of Tehran in 2017. Their parents were invited to a structured interview to fill out questionnaires consisting of information related to the child, parent, and breakfast routines. Based on the family's breakfast habits, two groups were identified: Group 1 with a full, regular breakfast routine and Group 2 with no breakfast or incomplete breakfast routine. An experienced speech therapist administered the verbal fluency task (phonemic and semantic fluency) and verbal working memory task (forward and backward digit numbers) for each student.

The mean scores of students with a full breakfast routine on verbal fluency tasks were at least three units more than those of students without breakfast. These differences were all significant (P = 0.001). In working memory tasks, students with a full breakfast routine had seven digits and one digit in their responses more than students without breakfast in forward and backward digit tasks, in sequence. These differences were significant (P = 0.001).

The findings of the present study provide information on the positive effects of a regular breakfast routine on the specific cognitive functions related to language processing.

 Recent studies have demonstrated that ALS patients suffer from cognitive and language impairments. One of the most striking and consistent cognitive dysfunctions in these patients is verbal fluency deficits. The aim of this study is the determination of verbal fluency performance of Persian speakers with ALS.  It was a cross-sectional, analytical-descriptive study. In this study, 30 individuals (15 patients with ALS, and 15 healthy people) were examined by verbal fluency test. Verbal fluency test is a cognitive-linguistic test that has two subtests: phonemic fluency and semantic fluency; in each of them, words normally fall in clusters. Finally, the total number of words, mean cluster sizes and number of switches between clusters are counted and the results are compared between patients with ALS and healthy control groups.  Mean score of total naming, switching, and clustering in verbal fluency in the patient group was 39.80, 22.53, and 0.809. For the control group, it was 55.26, 31.86 and 1.00. Difference between the two groups in total naming (p≤ 0.05) and in switching (p≤ 0.05) was significant, but not in clusters (p≥0.05). Result of this study shows that ALS patients have a deficit in total naming and switching parts of verbal fluency test, but they have no impairment in clustering part. Based on these results, it seems that these patients may have problems in searching in the lexicon, but no problem in accessing words in clusters.

Verbal fluency tests (VFTs) are widely used in clinical practice and research to assess executive functions and are highly sensitive to frontal lobe lesions. However, using VFTs in different cultures and languages needs further considerations. The aim of this study was to provide a Persian (Farsi) version of verbal fluency with preliminary normative data.
In the first phase, 50 healthy native Persian-speaking individuals completed 1-minute VFT for all 32 letters in Persian to find letters with highest frequency. In the second phase, 100 healthy participants (50 females) were recruited into 5 age groups that were matched by gender and education. Participants were instructed to do 1-minute VFT for the 3 selected letters (phonemic VFT) and 3 categories (animal, supermarket, and fruit) (semantic VFT). For data analysis, one-way ANOVA was performed.
In the first phase, 3 letters (Pe standing for /P/, Meem for /M/ and Kaaf for /K/) had the highest frequency in word production (12 in average) and had been chosen for Persian phonemic VFT. Participants were assessed with the 3 selected letters (/P/: 12.28±3.607, /M/: 12.54±3.907, and /K/: 12.48±3.708) and 3 semantic categories (animal: 21.67±5.119, supermarket: 21.19±4.907, and fruit: 19.58±4.439) with 1-minute time limitation for each test. The results showed that education was significantly (p Based on our results, we recommend Persian letters Pe, Meem, and Kaff that have the highest frequency in word production among others to be used for neuropsychological assessments and future studies in the Persian language. This is the same logic behind selecting F, A, and S in the English version. Although the norms obtained in this study are preliminary, these results can be useful in clinical evaluation with considerations about age and educational levels. Moreover, the findings of this study can be used as an initial step for more comprehensive normative studies.

INECO Frontal Screening (IFS) is a brief sensitive screening tool able to detect executive dysfunctions. IFS-P is the Persian version of IFS. This study aimed to investigate and analyze the correlation between IFS-P test with cognitive and executive function tests. We seek to investigate whether these tests can replace each other. In this cross-sectional study, IFS-P was administered to 50 healthy people along with other executive assessments such as phonological verbal fluency (letters A, S and F), semantic verbal fluency (animals, fruits and verbs), and a global cognitive efficiency test (Mini-Mental State Examination [MMSE]). The Spearman coefficient test was used to investigate the correlation between IFS-P and other executive and general cognitive tests. The obtained results show no significant correlations between the IFS-P and the other cognitive instruments such as MMSE test. However, IFS-P correlates with verbal fluency tasks (semantic and phonological) in healthy people. Specifically, the correlation between IFS-P total score and other tests are as follows: for MMSE, r=0.20 (P=0.10); for/F/phonological verbal fluency, r=0.36(P=0.00); for/S/phonological verbal fluency, r=0.44 (P=0.00); for/A/phonological verbal fluency, r=0.35 (P=0.00); for fruits semantic verbal fluency, r=0.30, (P=0.00); for animals semantic verbal fluency, r=0.38 (P=0.00); and for verbs semantic verbal fluency, r=0.56, (P=0.00). IFS-P is a brief, sensitive, and specific tool for the detection of executive dysfunction associated with neurodegenerative diseases. IFS-P correlates with the verbal fluency and does not correlate with the MMSE and cannot be replaced by them. Based on the results, we suggest that all three tests be used together.

According to the research literature, there was a relationship between cognitive functions of attention and working memory and linguistic skills. The aim of this research was to investigate the effect of cognitive rehabilitation on the improvement of the linguistic skills in 9-12 years old children with attention-deficit/hyperactivity disorder.
40 students in grade 4, 5 and 6 of a primary school in Miyane city were assigned equally and randomly to two intervention and control groups. The research design was experimental with pre-test, post-test, follow-up, and control group. The language tests included; Thurston Verbal Fluency task, Token test of receptive language, Boston naming speed test, Assessment of Persian Reading Ability (APRA), verbal working memory subtest of Wechsler Intelligence Scale for Children, and Attention Register task. Parental version of the Swanson, Nolan, and Pelham (SNAP-IV) questionnaire was used to screen ADHD. The intervention method was based on Attentive Rehabilitation of Attention and Memory (ARAM) with emphasis on attention and working memory. Mixed ANOVA statistical test was used to analyze the data.
The results showed that the linguistic skills assessed in the research which include naming (F=29.42, P=0.01), verbal fluency (phonological fluency: F=15.68, P=0.01; semantic fluency: F=13.73, P=0.01), reading abilities (alphabet reading 1: F=17.84, P=0.01; alphabet reading 2: F=27.07, P=0.01; word reading: F=19.82, P=0.01; reading ability: F=19.97, P=0.01; voice change: F=13.47, P=0.01; reading comprehension: F=36.85, P=0.01), comprehension (F=6.75, P=0.01), verbal working memory (direct digits: F=7.7, P=0.01; inverse digits: F=14.26, P=0.01) and attention (attention registration 1: F=10.23, P=0.01; attention registration 2: F=4.33, P=0.04) were improved, following the intervention.
Computerized Training of working memory and attention can enhance the language skills in children with ADHD. This result confirmed the role of attention and working memory on language skills.

Finding the right word is a necessity in communication, and its evaluation has always been a challenging clinical issue, suggesting the need for valid and reliable measurements. The Homophone Meaning Generation Test (HMGT) can measure the ability to switch between verbal concepts, which is required in word retrieval. The purpose of this study was to adapt and validate the Persian version of the HMGT.
The first phase involved the adaptation of the HMGT to the Persian language. The second phase concerned the psychometric testing. The word-finding performance was assessed in 90 Persian-speaking healthy individuals (20-50 year old; 45 males and 45 females) through three naming tasks: Semantic Fluency, Phonemic Fluency, and Homophone Meaning Generation Test. The participants had no history of neurological or psychiatric diseases, alcohol abuse, severe depression, or history of speech, language, or learning problems.
The internal consistency coefficient was larger than 0.8 for all the items with a total Cronbach’s alpha of 0.80. Interrater and intrarater reliability were also excellent. The validity of all items was above 0.77, and the content validity index (0.99) was appropriate. The Persian HMGT had strong convergent validity with semantic and phonemic switching and adequate divergent validity with semantic and phonemic clustering.
The Persian version of the Homophone Meaning Generation Test is an appropriate, valid, and reliable test to evaluate the ability to switch between verbal concepts in the assessment of word-finding performance.