Verbal Fluency and Figural Fluency in Bright Children

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Abstract
Intellectually bright children in Grades 2, 4, and 6 from one school and adults were assessed on measures of verbal and on a new measure of figural fluency. Consistent with previous research, age-dependent performance was observed on both fluency tasks. Analysis of covariance with motor speed as the covariate reduced the F ratio for the figural task, although age-related significant differences persisted. Results suggest that age-related improvement of performance on fluency measures with intellectually bright subjects differs from that for intellectually average subjects. Hypotheses are also advanced regarding the proposed reliable figural-fluency task as preferable to previously employed nonverbal measures, suggesting a more valid dissociation of function. These preliminary findings encourage further research on the age- and IQ-related aspects of verbal and figural fluency.