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Norms for Letter and Category Fluency: Demographic Corrections for Age, Education, and Ethnicity

Julie Akiko Gladsjo

Catherine C. Schuman

Jovier D. Evans

Guerry M. Peavy

S. Walden Miller

Robert K. Heaton

University of California, San Diego

Letter and category fluency tasks are used to assess semantic knowledge, retrieval ability, and executive functioning. They appear to be useful in detecting different types of dementia, but accurate detection of neuropsychological impairment relies on appropriate normative data. Multiple regression analysis was used to develop demographically corrected norms for letter and category fluency in 768 normal adults. T-score equations were developed on a base subsample of 403, and crossvalidated on a separate subsample (n = 365). Participants ranged in age from 20 years to 101 years; in educational level from 0 to 20 years; 55% were Caucasian and 45% were African American. Together, age, education, and ethnicity were significant predictors of letter and category fluency performance, accounting for 15% and 25% of variance, respectively. Formulas and tables for converting raw fluency scores to demographically corrected T scores are presented.

Key Words: verbal fluency • normative data • African American • neuropsychological tests • word fluency

Assessment, Vol. 6, No. 2, 147-178 (1999)
DOI: 10.1177/107319119900600204
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