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The effects of literacy and education on the quantitative and qualitative aspects of semantic verbal fluency

2004Journal article Restricted access
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dc.contributor.authorMendonça, Alexandra
dc.contributor.authorBramão, Inês
dc.contributor.authorFaísca, Luís
dc.contributor.authorPetersson, Karl Magnus
dc.contributor.authorReis, Alexandra
dc.date.accessioned2014-07-31T11:40:07Z
dc.date.available2014-07-31T11:40:07Z
dc.date.issued2004
dc.date.updated2014-07-30T10:45:00Z
dc.description.abstractSemantic verbal fluency tasks are commonly used in neuropsychological assessment. Investigations of the influence of level of literacy have not yielded consistent results in the literature. This prompted us to investigate the ecological relevance of task specifics, in particular, the choice of semantic criteria used. Two groups of literate and illiterate subjects were compared on two verbal fluency tasks using different semantic criteria. The performance on a food criterion (supermarket fluency task), considered more ecologically relevant for the two literacy groups, and an animal criterion (animal fluency task) were compared. The data were analysed using both quantitative and qualitative measures. The quantitative analysis indicated that the two literacy groups performed equally well on the supermarket fluency task. In contrast, results differed significantly during the animal fluency task. The qualitative analyses indicated differences between groups related to the strategies used, especially with respect to the animal fluency task. The overall results suggest that there is not a substantial difference between literate and illiterate subjects related to the fundamental workings of semantic memory. However, there is indication that the content of semantic memory reflects differences in shared cultural background – in other words, formal education –, as indicated by the significant interaction between level of literacy and semantic criterion.por
dc.description.sponsorshipEU grant QLK6-CT-99-02140, the Swedish Medical Research council (8276,127169), the Knut and Alice Wallenberg Foundation, and the Swedish Dyslexic Association
dc.identifier.citationAlexandra Mendonça; Inês Bramão; Luís Faísca; Karl Magnus Petersson; Reis, Alexandra. The effects of literacy on errors in a dichotic listening task, Trabalho apresentado em International Neuropsychological Society Meeting, In International Neuropsychological Society Meeting, Program & Abstract Book, Dublin, 2005.por
dc.identifier.otherAUT: AIR01687; MIB02287; KMP02316; LFA00717; APM02049
dc.identifier.urihttp://hdl.handle.net/10400.1/4889
dc.language.isoengpor
dc.peerreviewedyespor
dc.publisherTaylor & Francispor
dc.relationThe influence of formal education and literacy on the cognitive system and its cerebral substrates
dc.titleThe effects of literacy and education on the quantitative and qualitative aspects of semantic verbal fluencypor
dc.typejournal article
dspace.entity.typePublication
oaire.awardTitleThe influence of formal education and literacy on the cognitive system and its cerebral substrates
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/POCI/POCTI%2FPSI%2F41669%2F2001/PT
oaire.citation.endPage277por
oaire.citation.issue2005por
oaire.citation.startPage266por
oaire.citation.titleJournal of Clinical and Experimental Neuropsychologypor
oaire.citation.volume26por
oaire.fundingStreamPOCI
person.familyNameBramão
person.familyNameFaísca
person.familyNamePetersson
person.familyNameReis
person.givenNameInês
person.givenNameLuís
person.givenNameKarl Magnus
person.givenNameAlexandra
person.identifierA-4633-2013
person.identifier13089
person.identifier387336
person.identifier.ciencia-id5719-6727-C596
person.identifier.ciencia-id6D14-B1D1-1532
person.identifier.ciencia-id4B10-E7E6-1D6A
person.identifier.orcid0000-0002-5593-6610
person.identifier.orcid0000-0003-4859-8817
person.identifier.orcid0000-0002-8245-0392
person.identifier.orcid0000-0001-5598-0999
person.identifier.ridE-8188-2012
person.identifier.scopus-author-id16068281000
person.identifier.scopus-author-id6503944802
person.identifier.scopus-author-id7006470225
person.identifier.scopus-author-id7202574376
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.nameFundação para a Ciência e a Tecnologia
rcaap.rightsrestrictedAccesspor
rcaap.typearticlepor
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