Test de Fluidez Verbaldatos normativos y desarrollo evolutivo en el alumnado de primaria

  1. García Miranda, Eduardo
  2. Rodríguez Rodríguez, Cristina
  3. Martín, Raquel
  4. Jiménez González, Juan Eugenio
  5. Hernández Expósito, Sergio
  6. Díaz Megolla, Alicia
Revista:
European journal of education and psychology

ISSN: 1888-8992 1989-2209

Ano de publicación: 2012

Volume: 5

Número: 1

Páxinas: 53-64

Tipo: Artigo

DOI: 10.30552/EJEP.V5I1.80 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: European journal of education and psychology

Resumo

El objetivo principal de este estudio consistió en la baremación y el análisis del desarrollo evolutivo, en una amplia muestra de población infantil de habla española, de dos pruebas destinada a la evaluación de la fluidez verbal (semántica y fonológica). Analizamos el desarrollo de ambas tareas dentro de un contexto de diseño transversal. Se seleccionó una muestra de 1.032 sujetos con edades comprendidas entre los 6 años y 3 meses y los 12 años y cuatro meses que cursaban entre primero y sexto de educación primaria. La fluidez verbal semántica se evaluó con la tarea de evocación �de animales en un minuto� y la fluidez verbal fonológica se evaluó con las consignas �F, A, M�. Los resultados muestran una mejora progresiva en el rendimiento en función de la edad en ambas pruebas. Se presentan tablas de medias, desviación estándar y percentiles para los distintos grupos de edad.

Referencias bibliográficas

  • Anderson, V., Northam, E., Hendy, J. y Wrenall, J. (2001). Developmental Neuropsychology: A clinical approach. New York: Psychology Press.
  • Ardila, A., Rosselli, M., Matute, E. y Guajardo, G. (2005). The influence of parents educational level on the development of executive functions. Developmental Neuropsychology, 28, 539-560.
  • Baldo, J.V. y Shimamura, A.P. (1998). Letter and category fluency in patients with frontal lobe lesions. Neuropsychology, 12, 259-267.
  • Barkley, R.A. (1997a). Behavioral inhibition sustained, attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121, 65-94.
  • Barkley, R.A. (1997b). ADHD and the nature of self-control. New York: Guilford.
  • Barkley, R.A. (2003). Issues in the diagnosis of attention-deficit/hyperactivity disorder in children. Brain Development, 25, 77-83.
  • Borkowski, J.G., Benton, A.L. y Spreen, O. (1967). Word fluency and brain damage. Neuropsychologia, 5, 135-140.
  • Brocki, K.C. y Bohlin, G. (2004). Executive functions in children aged 6 to 13: A dimensional and developmental study. Developmental Neuropsychology, 26, 571-593.
  • Casey, B.J., Castellanos, F.X., Giedd, J.N., Marsh, W.L., Hamburger, S.D., Schubert, A.B., Vauss, Y.C., Vaituzis, A.C., Dickstein, D.P., Sarfatti, S.E. y Rapoport, J.L. (1997). Implication of right frontstriatal circuitry in response inhibition and attention-deficit/hyperactivity disorder. Journal of the American Acdemy of Child and Adolescent Psychiatry, 36, 374- 383.
  • Castellanos, F.X., Giedd, J.N., Marsh, W.L., Hamburger, S.D., Vaituzis, A.C., Dickstein, D.P., Sarfatti, S.E., Vauss, Y.C., Snell, J.W., Lange, N., Kaysen, D., Krain, A.L., Ritchhie, G.F., Rajapakse, J.C. y Rapoport, J.L. (1996). Quantitative brain magnetic resonance imaging in attention-deficit hyperactivity disorder. Archives of General Psychiatry, 53, 607-616.
  • Chelune, G.J., Ferguson, W., Koon, R. y Dickey, T.O. (1986). Frontal lobe desinhibition in attention deficit disorder. Child Psychiatry and Human Development, 16, 221-234.
  • Ettlin T. y Kischka, U. (1998). Beside frontal lobe testing. The frontal lobe score. En B.L. Miller y J.L. Cummings (eds.), The human frontal lobes (pp. 233-246). Nueva York: The Guilford Press.
  • Filipek, P.A., Semrud-Clikeman, M., Steingard, R.J., Renshaw, P.F., Kennedy, D.N. y Biederman, J. (1997). Volumetric Mri analysis comparing subjects having attention-deficit hyperactivity disorder with normal controls. Neurology, 48, 589-601.
  • Fischer, M., Barkley, R.A., Edelbrock, C.S. y Smallish, L. (1990). The adolescent outcome of hyperactive children diagnosed by research criteria, II: Academic, attentional, and neuropsychological status. Journal of Consulting and Clinical Psychology, 58, 580-588.
  • Gourovitch, M.L., Kirkby, B.S., Goldberg, T.E., Weinberger, D.R., Gold, J.M., Esposito, G., Van Horn, J.D. y Berman, K.F. (2000). A comparison of rCBF patterns during letter and semantic fluency. Neuropsychology. 14, 353-360.
  • Grodzinsky, G.M. y Diamond, R. (1992). Frontal lobe functioning in boys with attention-deficit hyperactivity disorder. Developmental Neuropsychology, 8, 427-445.
  • Heaton, R.K., Miller, S.W., Taylor, M.J. y Grant, I. (2004). Revised comprehensive norms for an expanded Halstead-Reitan battery (norms, manual and computer program). Odessa, FL: Psychological Assessment Resources.
  • Heilman, K.M., Voeller, K.K.S. y Nadeau, S.E. (1991). A possible pathophysiological substrate of attention deficit hyperactivity disorder. Journal of Child Neurology, 6, 74-79.
  • Henry, J.D. y Crawford, J.R. (2004). A meta-analytic review of verbal fluency performance in traumatic brain injured patients. Neuropsychology, 18, 621-628.
  • Hurks, P.P.M., Vles, J.S.H., Hendriksen, J.G.M., Kalff, A.C., Feron, F.J.M., Kroes, M., et al. (2006). Semantic category fluency versus initial letter fluency over 60 seconds as a measure of automatic and controlled processing in healthy school-aged children. Journal of Clinical and Experimental Neuropsychology, 28, 684-695.
  • Huff, F.J. (1990). Language in normal aging and age-related neurological diseases. En F. Boller y J. Grafman (eds.), Handbook of Neuropsychology. Vol. 4. Elsevier Science Publishers
  • B.V. Klenberg, L., Korkman, M. y Lahti-Nuuttila, P. (2001). Differential development of attention and executive functions in 3 to 12 years-old Finnish children. Developmental Neuropsychology, 20, 407-428.
  • Koren, R., Kofman, O. y Berger, A. (2005). Analysis of word clustering in verbal fluency of school-aged children. Archives of Clinical Neuropsychology, 20, 1087-1104.
  • Koziol, L.F. y Stout, C.E. (1992). Use of a verbal fluency measure in understanding and evaluating ADHD as an executive function disorder. Perceptual and Motor Skills, 75, 1187-1192.
  • Levin, H.S., Culhane, K.A., Hartman, J., Evankovich, K., Mattson, A.J., Hardward, H., Ringholz, G., Ewing-Cobbs, L. y Fletcher, J.M. (1991). Developmental changes in performance on tests of pruported frontal lobe functioning. Developmental Neuropsychology, 7, 377-395.
  • Lezak, M.D., Howieson, D.B. y Loring, D.W. (2004). Neuropsychological assessment. New York: Oxford University Press.
  • Lou, H.C., Henriksen, L., Bruhn, P., Borner, H. y Nielsen, J.B. (1989). Striatal dysfunction in attention deficit and hyperkinetic disorder. Archives of Neurology, 46, 48-52.
  • Matute, E., Rosselli, M., Ardila, A. y Morales, L. (2004). Verbal and non-verbal fluency in Spanish speaking children. Developmental Neuropsychology, 26, 647-660.
  • Nieto, A., Galtier, I., Barroso, J. y Espinosa, G. (2008). Fluencia verbal en niños españoles en edad escolar: estudio normativo piloto y análisis de las estrategias organizativas. Revista de Neurología, 46, 2-6.
  • Perret, E. (1974). The left frontal lobe of man and the suppression of habitual responses in verbal categorical behaviour. Neuropsychologia, 12, 323-330.
  • Pineda, D. (2000) La función ejecutiva y sus trastornos. Revista de Neurología, 30, 764-768.
  • Pineda, D., Ardila, A. y Rosselli, M. (1999). Neuropsychological and behavioral assessment of ADHD in seven to twelve years-old children: A discriminant analysis. Journal of Learning Disabilities, 32, 159–173.
  • Ratcliff, G., Ganguli, M., Chandra, V., Sharma, S., Belle, S., Seaberg, E., et al. (1998). Effects of literacy and education on measures of word fluency. Brain and Language. 61, 115-22.
  • Rubia, K., Taylor, E., Smith, A.B., Oksannen, H., Overmeyer, S. y Newman, S. (2001). Neuropsychological analyses of impulsiveness in childhood hyperactivity. The British Journal of Psychiatry, 179, 138-43.
  • Rubia, K., Overmeyer, S., Taylor, E., Brammer, M., Williams, S.C.R., Simmons, A. y Bullmore, E.T. (1999). Hypofrontality in attention deficit hyperactivity disorder during higher-order motor control: A study with functional MRI. American Journal of Psychiatry, 156, 891- 896.
  • Ruff, R.M., Light, R.H., Parker, S.B. y Levin, H.S. (1997). The psychological construct of word fluency. Brain and Language, 57, 394-405.
  • Schuerholz, L.J., Singer, H.S. y Denckla, M.B. (1998). Gender study of neuropsychological and neuromotor function in children with Tourette syndrome with and without attention-deficit hyperactivity disorder. Journal of Child Neurology, 13, 277-282.
  • Schwartz, S. y Baldo, J. (2001). Distinct patterns of word retrieval in right and left frontal lobe patients: a multidimensional perspective. Neuropsychologia. 39, 1209-1217.
  • Sergeant, J.A., Geurts, H. y Oosterlaan, J. (2002). How specific is a deficit of executive functioning for attention-deficit hyperactivity disorder? Behavioural Brain Research, 130, 3-28.
  • Shallice, T., Marzocchi, G.M., Coser, S., Del Savio, M., Meuter, R.F. y Rumiati, R.I. (2002). Executive function profile of children with Attention Deficit Hyperactivity Disorder. Developmental Neuropsychology, 21, 43-71.
  • Stuss, D. (1992). Biological and psychological development of executive functions. Brain and Cognition, 20, 8-23.
  • Thurstone, L.L. (1938). Primary Mental Abilities. Chicago: University of Chicago Press.
  • Welsh, M.C., Pennington, B.F. y Groiser, D.B. (1991). A normative develpomental study of executive function: A window on prefrontal function in children. Developmental Neuropsychology, 7, 131-149.
  • Zametkin, A.J. y Rapoport, J.L. (1986). The pathophysiology of attention deficit disorder with hyperactivity: A review. En B.B. Lahey y A.E. Kazdin (Eds.), Advances in clinical child psychology (pp. 177-216). Nueva York: Plenum.