Wauters Lisa, Marquardt Thomas P
Department of Communication Sciences & Disorders, The University of Texas at Austin, Austin, TX, USA.
Arch Clin Neuropsychol. 2018 Jun 1;33(4):444-457. doi: 10.1093/arclin/acx063.
The purpose of this study was to compare the performance of bilingual speakers on an emotional verbal fluency task to category and letter verbal fluency tasks. A second purpose was to compare performances on these tasks to language proficiency ratings.
Twelve verbal fluency tasks were administered to 21 Spanish-English bilingual speakers. Results were analyzed for differences between fluency types (category, letter, and emotional) and languages (English and Spanish).
Participants generated the most items in category fluency tasks and the least items in emotional fluency tasks. The number of items generated for letter and emotional fluency tasks were not significantly different, but both were significantly lower than the number of items generated in category fluency. More items were generated for positive emotions than for negative emotions. Differences between languages for category and letter fluency tasks were significantly correlated with differences in language proficiency ratings, but this finding was not found for emotional fluency tasks.
Self-ratings of proficiency and language dominance correlated significantly with performance on category and letter fluency tasks and may be useful predictors of differences between languages on these tasks. Emotional fluency was not significantly correlated with language proficiency ratings, suggesting that performance on emotional fluency may be more significantly affected by emotional processing ability. The emotional verbal fluency task has potential as a component of neuropsychological evaluations to screen easily and quickly for emotional processing deficits, including those associated with traumatic brain injury and depression. Additionally, results support a positivity bias in language and cognition processes.
本研究旨在比较双语者在情感言语流畅性任务与类别及字母言语流畅性任务中的表现。第二个目的是将这些任务的表现与语言熟练度评级进行比较。
对21名西班牙语 - 英语双语者进行了12项言语流畅性任务。分析了流畅性类型（类别、字母和情感）和语言（英语和西班牙语）之间的差异结果。
参与者在类别流畅性任务中生成的项目最多，在情感流畅性任务中生成的项目最少。字母和情感流畅性任务生成的项目数量没有显著差异，但两者均显著低于类别流畅性任务中生成的项目数量。积极情绪生成的项目比消极情绪更多。类别和字母流畅性任务的语言间差异与语言熟练度评级差异显著相关，但情感流畅性任务未发现此结果。
熟练度和语言优势的自我评级与类别和字母流畅性任务的表现显著相关，可能是这些任务中语言间差异的有用预测指标。情感流畅性与语言熟练度评级没有显著相关性，表明情感流畅性表现可能受情感处理能力的影响更大。情感言语流畅性任务有潜力作为神经心理学评估的一个组成部分，用于轻松快速地筛查情感处理缺陷，包括与创伤性脑损伤和抑郁症相关的缺陷。此外，结果支持语言和认知过程中的积极偏向。
