Clustering and Switching on verbal fluency tests in elementary school children with and without learning difficulties

ABSTRACT Purpose Evaluate the performance in the Semantic and Phonemic Verbal Fluency tests in relation to the cognitive components of clustering and switching and explore the changes in development in elementary school. Methods Participants were 68 children from the 2nd to 5th grade of elementary school of a public school in the municipality of Santo André, divided into two groups, Learning Difficulty (LD) and Typical Development (TD). Results The Verbal Fluency tests were compared for the number of clusters, mean size of the clusters, and number of switches. All variables compared showed a statistically significant higher score for Semantic Verbal Fluency. Means and standard deviations of the same variables for year and group effect were realized in both Verbal Fluency tests. A statistically significant difference was observed only for the total number of clusters in the Semantic Verbal Fluency test for group effect, with the best performance of the TD group. A high correlation was observed between the total number of correct answers with the total number of clusters and number of switches in both Verbal Fluency tests. In addition, a correlation was observed between the total number of correct answers and the mean size of the clusters only in the Phonemic Verbal Fluency. Linear regression analysis showed greater variance for the total number of clusters, making it more predictable for performance in both verbal fluency tests. Conclusion Verbal Fluency tests may be sensitive and predictive for the identification of possible differences in school performance associated with reading.