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Despite the widespread use of verbal fluency (VF) tasks in child neuropsychological research and clinical practice, the contribution of executive and linguistic processes to variability in children’s fluency performance is still unclear. This is particularly important when considering the development of orthographic knowledge and semantic network during childhood. The present study investigated the contributions of executive functions and linguistic skills to performance in VF tasks in children. We examined the contributions of basic executive functions (i.e.,inhibitory control, working memory, and flexibility) and high-order executive functions (i.e., planning), vocabulary, lexical access speed, and phonological awareness to VF performance in 111 typically developing children (8–10 years old). Multiple regression analyses showed that phonological awareness was a predictor of performance in phonemic verbal fluency (PVF), and lexical access speed was the best predictor of performance in semantic verbal fluency (SVF). Among the executive function components, working memory was a predictor of performance in PVF and most categories of SVF (except animal fluency). In addition to working memory resources (i.e., a basic executive function), planning (i.e., a high-level executive function) was also recruited in the clothing category of SVF. These results highlight the importance of phonological processing skills in children’s performance on VF tasks and show similarities and differences in the contributions of various linguistic and executive skills to PVF and SVF. These findings have implications for interpreting the results of these measures in research and clinical practice.

Contributions of executive functions and linguistic skills to verbal fluency in children