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Rapid Naming Tests: Developmental Course and Relations with Neuropsychological Measures

Published online by Cambridge University Press:  10 January 2013

Cristina P. Albuquerque  and
Mário R. Simões
Cristina P. Albuquerque*
Affiliation:
Universidade de Coimbra (Portugal)
Mário R. Simões
Affiliation:
Universidade de Coimbra (Portugal)
*
Correspondence concerning this article should be addressed to Cristina P. Albuquerque. Faculdade de Psicologia e de Ciências da Educação Rua do Colégio Novo. Apartado 6153. 3001-802 Coimbra. (Portugal). E-Mail: [email protected]
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Abstract

A Digits Rapid Automatized Naming (RAN) test and a Colors and Shapes Rapid Alternating Stimulus (RAS) test were administered to 904 Portuguese, normally achieving children (ages 7 to 15), in order to examine these tests scores developmental course. The results showed that the two tests have slightly different developmental trajectories. In addition, the two tests associations with a large number of neuropsychological measures were determined in three age groups (7-9 years, n = 301; 10-12 years, n = 299; 13-15 years, n = 304). The neuropsychological measures addressed attention/executive functions, motor behavior, verbal memory, visual memory and language. The results indicated that each one of the rapid naming tests brings into play not entirely coincident processes. Although, they converge in terms of their associations with language and attention measures, Colors and Shapes RAS test is more demanding in cognitive and linguistic terms. In addition, while Digits RAN test has little in common with short-term memory, Colors and Shapes RAS test relates moderately with short-term memory, due to the increased demands in terms of effort, access and retrieval of the phonological labels that correspond to the different stimuli categories. The need to differentiate between the two rapid naming tests is supported.

Se administró una prueba de denominación rápida automatizada de dígitos y una prueba de estímulos rápidos alternantes de color y forma a una muestra normalizada de 904 niños portugueses de entre 7 y 15 años de edad con el objetivo de comparar las puntuaciones de estas pruebas en el curso del desarrollo evolutivo. Los resultados mostraron que las dos pruebas diferían sensiblemente a lo largo del desarrollo. Adicionalmente, se estudió la relación entre estas dos pruebas y un amplio número de medidas neuropsicológicas en tres grupos de edad (7-9 años, n = 301; 10-12 años, n = 299; 13-15 años, n = 304). Estas medidas estaban dirigidas a medir atención/funciones ejecutivas; conducta motora; memoria verbal; memoria visual y lenguaje. Los resultados mostraron que las pruebas de denominación rápida no siempre ponen en marcha los mismos procesos. Aunque coinciden en sus asociaciones con medidas de lenguaje y atención, la prueba de colores y formas (RAS) es más exigente en lo que respecta a aspectos cognitivos y lingüísticos. Además, mientras la prueba de dígitos (RAN) tiene poco en común con la memoria a corto plazo, la prueba de colores y formas (RAS) se relaciona moderadamente con esta media debido a su incremento de exigencias en términos de esfuerzo, acceso y recuperación de etiquetas fonológicas correspondientes a las diferentes categorías del estímulo. Los resultados apoyan la necesidad de diferenciar entre las dos pruebas de denominación rápida.

Keywords

Rapid Naming TestsPruebas de denominación rápida
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 13 , Issue 1 , May 2010 , pp. 88 - 100
Copyright
Copyright © Cambridge University Press 2010

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