PORÓWNANIE FLUENCJI SŁOWNEJ W ZAKRESIE NAZW WŁASNYCH I WYRAZÓW POSPOLITYCH U DZIECI PRZEDSZKOLNYCH I UCZNIÓW SZKOŁY PODSTAWOWEJ
Comparison of verbal fluency of preschool children and primary school pupils as regards proper names and common words

Summary/Abstract: The verbal fluency test (VFT) is the most popularised and the simplest tool used for neuropsychological diagnosis. The number of reports on children’s performance is low in comparison to the research on adults, and hence interest in this subject matter. Verbal fluency requires access to the resources of the lexical long-term memory, efficiency of the processes of extracting information from it, and effectiveness of action: executive functions, top-down attention function, and working memory, which coordinate and monitor the execution process. The aim of this paper is to present the results and to analyse the research on semantic (categorical) verbal fluency regarding proper names and common words in 7-year-old children and year 1 and 3 primary school pupils with no neurological disorders, within the intellectual norm. The age of the examined children is particularly significant because the results of the test imply both the lexical capacity of a child leaving their preschool, who should be fully prepared for beginning their school education, and a child starting their primary school, as well as a child who finishes their 1st educational stage and is at the border of a curriculum jump. The study is aimed to present the difference in the lexical resource of the individual groups of examined children. The semantic verbal fluency test concerns the ability to update words from a given semantic category – broad and narrow in terms of nomina propria and nomina appellativa.

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