Factors Predicting Mental Effort Associated with Verbal Fluency: Cue Types, Switching, and Fear of Negative Evaluation

Autor/inn/en	Lam, Boji P. W.; Marquardt, Thomas P.
Titel	Factors Predicting Mental Effort Associated with Verbal Fluency: Cue Types, Switching, and Fear of Negative Evaluation
Quelle	In: Journal of Speech, Language, and Hearing Research, 65 (2022) 9, S.3491-3501 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lam, Boji P. W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Verbal Ability; Language Fluency; Cues; Code Switching (Language); Fear; Evaluation; Adults; Task Analysis; Anxiety; Performance Based Assessment; Self Evaluation (Individuals); Likert Scales; Short Term Memory; State Trait Anxiety Inventory + Suchen Sie Ihr Suchwort? Mündliche Leistung; Language skill; Language skills; Sprachkompetenz; Stichwort; Furcht; Evaluierung; Aufgabenanalyse; Angst; Leistungsermittlung; Likert-Skala; Kurzzeitgedächtnis
Abstract	Purpose: Verbal fluency, a task frequently employed in neuropsychological assessment, provides important word productivity data but little information about subjective effort associated with demand monitoring and resource allocation. In two experiments, this study investigated the effects of task variables (semantic vs. phonemic cues; alternating vs. nonalternating conditions) and personal factors (fear of negative evaluation and trait anxiety) on subjective effort for a wide variety of verbal fluency tasks in neurotypical individuals. Method: Twenty-one adults completed eight verbal fluency tasks in Experiment 1. The tasks were selected to examine effort reported for verbal fluency that differed in (a) cue types and (b) the disruptions of clustering strategies. In Experiment 2, a separate group of 50 adults completed two verbal fluency tasks twice in separate sessions. Participants also completed social-emotional measures including fear of negative evaluation and trait anxiety. Working memory was assessed as a control variable. Results: Experiment 1 showed greater effort for completing semantic than phonemic cue tasks and greater effort for alternating than nonalternating conditions. Alternating semantic verbal fluency yielded the greatest effort among all tasks. Differences in effort could not be accounted for by performance alone. Experiment 2 showed that greater fear toward negative evaluation was associated with greater effort. The relationship between fear and effort was not related to trait anxiety or moderated by performance levels or repeated testing. Conclusions: Knowledge about factors that impact subjective effort in neurotypical individuals is fundamental to accurate interpretation of effort reported by clinical populations. This study demonstrated the multifaceted nature of subjective effort that could not be accounted for by performance alone. In addition to task variables, effort assessment needs to consider the impact of social-emotional factors such as fear toward negative evaluation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01