Norms, convergent validity, test–retest reliability, and practice effects for verbal fluency overall performance, clustering, and switching in Spanish-speaking children

ARÁN FILIPPETTI, VANESSA; GUTIERREZ, MARISEL; KRUMM, GABRIELA

CLINICAL NEUROPSYCHOLOGIST

TAYLOR & FRANCIS INC

Año: 2024 p. 1 - 30

1385-4046

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 (quantitativeand 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 andword 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.