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The contribution of cognitive resour...

University of Colorado at Boulder.

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The contribution of cognitive resources to performance on verbal fluency tasks.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The contribution of cognitive resources to performance on verbal fluency tasks./
作者:	Rende, Barbara.
面頁冊數:	93 p.
附註:	Director: Gail Ramsberger.
Contained By:	Dissertation Abstracts International60-07B.
標題:	Health Sciences, Speech Pathology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9938848
ISBN:	059940101X

The contribution of cognitive resources to performance on verbal fluency tasks.
Rende, Barbara.

The contribution of cognitive resources to performance on verbal fluency tasks. - 93 p.

Director: Gail Ramsberger.

Thesis (Ph.D.)--University of Colorado at Boulder, 1999.

This study tested the hypothesis that cognitive resources differentially contribute to letter-cued and category-cued verbal fluency tasks. The results from Study 1 support this general premise. Differences in output measures, such as number of words generated and number of switches between subcategories, were different for the letter-cued and category-cued fluency tasks. Participants reported different frequency of strategy use for the two types of verbal fluency tasks. In addition, experimenter-coded verbal fluency responses revealed different response patterns, which presumably reflect different cognitive strategies for the different verbal fluency tasks. The results from Study 1 were used to make predictions about the relative contributions of different cognitive processes to verbal fluency performance.

ISBN: 059940101XSubjects--Topical Terms:

1018105
Health Sciences, Speech Pathology.

The contribution of cognitive resources to performance on verbal fluency tasks.
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245 1 0 $a The contribution of cognitive resources to performance on verbal fluency tasks.
300 $a 93 p.
500 $a Director: Gail Ramsberger.
500 $a Source: Dissertation Abstracts International, Volume: 60-07, Section: B, page: 3245.
502 $a Thesis (Ph.D.)--University of Colorado at Boulder, 1999.
520 $a This study tested the hypothesis that cognitive resources differentially contribute to letter-cued and category-cued verbal fluency tasks. The results from Study 1 support this general premise. Differences in output measures, such as number of words generated and number of switches between subcategories, were different for the letter-cued and category-cued fluency tasks. Participants reported different frequency of strategy use for the two types of verbal fluency tasks. In addition, experimenter-coded verbal fluency responses revealed different response patterns, which presumably reflect different cognitive strategies for the different verbal fluency tasks. The results from Study 1 were used to make predictions about the relative contributions of different cognitive processes to verbal fluency performance.
520 $a In Study 2, a dual-task interference paradigm was used to test the predictions that the magnitude of interference from certain tasks would be different for the letter-cued and category-cued verbal fluency tasks. Results indicate that articulatory suppression, a task that utilizes the phonological loop of working memory, interferes more with the letter-cued fluency task than with the category-cued fluency task. Conversely, cube rotation, a task that taps visuo-spatial processes, disrupted the category-cued fluency task more than it did the letter-cued fluency task. An executive monitoring task, the 2-back task, and an executive switching task had equally disruptive effects on both the letter-cued and category-cued fluency tasks. These results have implications for diagnosing and treating persons with impaired verbal fluency performance secondary to brain injury.
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650 4 $a Psychology, Cognitive. $3 1017810
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