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      Análise da fluência verbal semântica em idosos altamente escolarizados Translated title: Semantic verbal fluency analysis in highly educated older adults

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          Abstract

          RESUMO Objetivo comparar o desempenho de idosos saudáveis com alta escolaridade nas análises quantitativas e qualitativas do Teste de Fluência Verbal Semântica, nas categorias ”animais” e ”frutas”, comparar o desempenho de subgrupos de participantes (com escolaridade alta e muito alta) em ambas as categorias, assim como o desempenho entre homens e mulheres. Métodos participaram do estudo 31 idosos, (>60 anos), com oito anos ou mais de escolaridade, procedentes do Distrito Federal (DF-Brasil). Todos realizaram o teste de 60 segundos, nas duas categorias. Foram analisados: total de palavras, clustering, switching, intersecção, retorno, tempo de teste e erros, atendendo às variáveis demográficas, como gênero e escolaridade (escolaridade alta: oito a 16 anos de estudo; escolaridade muito alta: 17 a 25 anos de estudo). Resultados participantes com escolaridade muito alta obtiveram melhor desempenho em ambas as categorias, com maior número total de palavras evocadas na categoria “animais” e maior quantidade de switches (p<0,05) em “frutas”. Quanto ao gênero, os homens obtiveram melhor desempenho na categoria “animais”, com maior número total de palavras evocadas e nos diferentes blocos de tempo (p<0,05), e maior quantidade de clusters e interseções (p<0,001). Conclusão o desempenho de idosos saudáveis com alta escolaridade foi influenciado por variáveis demográficas como anos de estudo e gênero, sugerindo que a aplicação do Teste de Fluência Verbal Semântica deve considerar o impacto dessas variáveis e realizar uma interpretação cautelosa dos resultados.

          Translated abstract

          ABSTRACT Purpose to compare the performance of a group of highly educated, healthy older adults in the quantitative and qualitative analysis of the Semantic Verbal Fluency (SVF) test in the Animals and Fruits categories, the performance of the subgroups of participants (with high [HE] and very high [VHE] educational level) in both categories, as well as the performance between men and women. Methods The study included 31 older adults (> 60 years old), with eight years or more of formal education, from the Federal District (DF-Brazil). All performed the 60-second test in both categories. The following items were analyzed: total words, clustering, switching, intersection, return, test time, and errors, considering demographic variables such as gender and educational level (HE: 8 to 16 years; VHE: 17 to 25 years). Results Participants with VHE had a better performance in both categories, with a greater total number of words evoked for “animals” and a greater number of switches (p<0.05) for “fruits”. In relation to gender, men obtained a better performance for “animals” with the highest total number of evoked words and in the different time blocks (p<0.05) and greater number of clusters and intersections (p<0.001). Conclusion The performance of healthy older adults with a high educational level is influenced by demographic variables such as years of formal education and gender, suggesting that the application of the SVF should consider the impact of these variables, with a cautious interpretation of the results.

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          Most cited references30

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          Normal cognitive aging.

          Even those who do not experience dementia or mild cognitive impairment may experience subtle cognitive changes associated with aging. Normal cognitive changes can affect an older adult's everyday function and quality of life, and a better understanding of this process may help clinicians distinguish normal from disease states. This article describes the neurocognitive changes observed in normal aging, followed by a description of the structural and functional alterations seen in aging brains. Practical implications of normal cognitive aging are then discussed, followed by a discussion of what is known about factors that may mitigate age-associated cognitive decline.
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            A meta-analytic review of verbal fluency performance following focal cortical lesions.

            A meta-analysis of 31 studies with 1,791 participants was conducted to investigate the sensitivity of tests of verbal fluency to the presence of focal cortical lesions. Relative to healthy controls, participants with focal frontal injuries had large and comparable deficits on phonemic (r = .52) and semantic (r = .54) fluency. For frontal but not nonfrontal patients, phonemic fluency deficits qualified as differential deficits when compared with IQ and psychomotor speed; phonemic fluency was also more strongly and more specifically related to the presence of frontal lesions than the Wisconsin Card Sorting Test scores. In contrast, temporal damage was associated with a lesser deficit on phonemic fluency (r = .44) but a larger deficit on semantic fluency (r = .61).
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              Category fluency test: effects of age, gender and education on total scores, clustering and switching in Brazilian Portuguese-speaking subjects

              Verbal fluency tests are used as a measure of executive functions and language, and can also be used to evaluate semantic memory. We analyzed the influence of education, gender and age on scores in a verbal fluency test using the animal category, and on number of categories, clustering and switching. We examined 257 healthy participants (152 females and 105 males) with a mean age of 49.42 years (SD = 15.75) and having a mean educational level of 5.58 (SD = 4.25) years. We asked them to name as many animals as they could. Analysis of variance was performed to determine the effect of demographic variables. No significant effect of gender was observed for any of the measures. However, age seemed to influence the number of category changes, as expected for a sensitive frontal measure, after being controlled for the effect of education. Educational level had a statistically significant effect on all measures, except for clustering. Subject performance (mean number of animals named) according to schooling was: illiterates, 12.1; 1 to 4 years, 12.3; 5 to 8 years, 14.0; 9 to 11 years, 16.7, and more than 11 years, 17.8. We observed a decrease in performance in these five educational groups over time (more items recalled during the first 15 s, followed by a progressive reduction until the fourth interval). We conclude that education had the greatest effect on the category fluency test in this Brazilian sample. Therefore, we must take care in evaluating performance in lower educational subjects.
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                Author and article information

                Journal
                acr
                Audiology - Communication Research
                Audiol., Commun. Res.
                Academia Brasileira de Audiologia (São Paulo, SP, Brazil )
                2317-6431
                2021
                : 26
                : e2469
                Affiliations
                [01] Brasília Distrito Federal orgnameUniversidade de Brasília orgdiv1Faculdade de Ceilândia orgdiv2Curso de Fonoaudiologia Brazil
                Article
                S2317-64312021000100307 S2317-6431(21)02600000307
                10.1590/2317-6431-2021-2469
                b919bd2f-758a-4264-9b7f-863c39804479

                This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

                History
                : 01 February 2021
                : 05 March 2021
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 30, Pages: 0
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                SciELO Brazil

                Categories
                Artigos Originais

                Education,Language,Cognition,Teste neuropsicológico,Aging,Educação,Linguagem,Cognição,Envelhecimento,Neuropsychological test

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