Measures Of Fluency Research Articles

Automated feedback on fluency and complexity measures for L2 academic paragraphs: Student perspectives and impacts on human-rater scores

While complexity, accuracy, and fluency (CAF) measures are known to correlate with L2 writers’ scores, less is known about the effectiveness of providing automated feedback based on these measures for improving writing performance. Furthermore, it remains unclear if improvements in specific CAF measures correspond to improvements in human-rater scores. Finally, the trade-off hypothesis predicts that all three components of CAF cannot be improved at once, so providing multiple CAF measures to students at the same time might cause cognitive overload and overwhelm students, reducing their ability to uptake the feedback. To examine these issues, a simple paragraph feedback tool was developed to provide input on number of words, vocabulary variety, supporting detail markers, and sentence length. The tool was implemented repeatedly in L2 academic paragraph writing lessons with 124 students. Improvement was assessed through complexity, accuracy, and fluency (CAF) measures and human-rater scores, while also gathering student opinions. Results showed significant improvements in number of words, sentence length, and supporting detail marker usage from pre- to post-treatment with improvements in number of words and vocabulary variety found to be the strongest predictors of improvements in human-rater scores. Students reported finding vocabulary variety feedback most helpful, while supporting detail marker feedback was perceived as most confusing. Notably, students reported very low cognitive load overall. This article also discusses pedagogical implications of these findings for L2 writing instruction and automated feedback implementation.

The Flu-ID: A New Evidence-Based Method of Assessing Fluency in Aphasia.

Assessing fluency in aphasia is diagnostically important for determining aphasia type and severity and therapeutically important for determining appropriate treatment targets. However, wide variability in the measures and criteria used to assess fluency, as revealed by a recent survey of clinicians (Gordon & Clough, 2022), results in poor reliability. Furthermore, poor specificity in many fluency measures makes it difficult to identify the underlying impairments. Here, we introduce the Flu-ID Aphasia, an evidence-based tool that provides a more informative method of assessing fluency by capturing the range of behaviors that can affect the flow of speech in aphasia. The development of the Flu-ID was based on prior evidence about factors underlying fluency (Clough & Gordon, 2020; Gordon & Clough, 2020) and clinical perceptions about the measurement of fluency (Gordon & Clough, 2022). Clinical utility is maximized by automated counting of fluency behaviors in an Excel template. Reliability is maximized by outlining thorough guidelines for transcription and coding. Eighteen narrative samples representing a range of fluency were coded independently by the authors to examine the Flu-ID's utility, reliability, and validity. Overall reliability was very good, with point-to-point agreement of 86% between coders. Ten of the 12 dimensions showed good to excellent reliability. Validity analyses indicated that Flu-ID scores were similar to clinician ratings on some dimensions, but differed on others. Possible reasons and implications of the discrepancies are discussed, along with opportunities for improvement. The Flu-ID assesses fluency in aphasia using a consistent and comprehensive set of measures and semi-automated procedures to generate individual fluency profiles. The profiles generated in the current study illustrate how similar ratings of fluency can arise from different underlying impairments. Supplemental materials include an analysis template, extensive guidelines for transcription and coding, a completed sample, and a quick reference guide. https://doi.org/10.23641/asha.27078199.

Understanding the SSARC Model of Task Sequencing: Assessing L2 Writing Development

This study aimed to explore the impact of task sequencing on the development of second language (L2) writing and investigate how L2 learners performed on three decision-making writing tasks completed in different orders over nine weeks. 120 advanced-high EFL students were randomly assigned to one of three groups and given different task sequences: 1) a simple-medium-complex (SMC) sequence, 2) a complex-medium-simple sequence (CMS), or 3) a random sequence (RDM). Essays were analyzed using measures of syntactic complexity, accuracy, lexical complexity, and fluency (CALF). Results showed that the CALF of L2 writing demonstrated longitudinal development over time in all three task sequencing groups. CALF development was not immediately apparent in the first six weeks, with most measures displaying a significant increase by the end of the ninth week. Furthermore, different task sequences resulted in varying patterns and magnitudes of CALF growth, but no specific sequence was found to be superior overall.

Combined cognitive assessment and automated MRI volumetry improves the diagnostic accuracy of detecting MCI due to Alzheimer's disease

BackgroundMild cognitive impairment (MCI) confers a high annual risk of 10–15 % of conversion to Alzheimer's disease (AD) dementia. MRI atrophy patterns derived from automated ROI analysis, particularly hippocampal subfield volumes, were reported to be useful in diagnosing early clinical stages of Alzheimer's disease. ObjectiveThe aim of the present study was to combine automated ROI MRI morphometry of hippocampal subfield volumes and cortical thickness estimates using FreeSurfer 6.0 with cognitive measures to predict disease progression and time to conversion from MCI to AD dementia. MethodsBaseline (Neuropsychology, MRI) and clinical follow-up data from 62 MCI patients were analysed retrospectively. Individual cortical thickness and volumetric measures were obtained from T1-weighted MRI. Linear discriminant analysis (LDA) of both, cognitive measures and MRI measures (hippocampal subfields, temporal and parietal lobe volumes), were performed to differentiate MCI converters from stable MCI patients. ResultsOut of 62 MCI patients 21 (34 %) converted to AD dementia within a mean follow-up time of 74.7 ± 36.8 months (mean ± SD, range 12 to 130 months). LDA identified temporal lobe atrophy and hippocampal subfield volumes in combination with cognitive measures of verbal memory, verbal fluency and executive functions to correctly classify 71.4.% of MCI subjects converting to AD dementia and 92.7 % with stable MCI. Lower baseline GM volume of the subiculum and the superior temporal gyrus was associated with faster disease progression of MCI converters. ConclusionCombining cognitive assessment with automated ROI MRI morphometry is superior to using a single test in order to distinguish MCI due to AD from non converting MCI patients.

Linguistic Features of Different Proficiency Learners’ Oral Performance in a Project-Based Learning Context

Project-Based Learning (PBL) can potentially enhance learners’ oral proficiency. However, little evidence supports how PBL improves learners’ complexity, accuracy, and fluency, particularly for learners with different proficiency levels. This study examined the changes and linguistic features of varying proficiency learners’ complexity, accuracy, and fluency within a PBL context. It involved a homogeneous group of 45 Chinese college learners, categorized into high (N=15), medium (N=15), and low proficiency learners (N=15). Their oral complexity, accuracy, and fluency were assessed using speaking tests before and after PBL. The changes in their oral performance were evaluated using objective measures of complexity, accuracy, and fluency. The transcripts were also used to analyze the linguistic features of different proficiency learners. The results indicate that PBL significantly enhances syntactic complexity as learners’ proficiency levels increase. Significant differences were observed in lexical complexity, pronunciation accuracy, and self-repairs between high and low-proficiency learners. However, no significant differences were found in syntactic accuracy and speech rate across high, medium, and low proficiency learners. The findings also indicate that different proficiency learners reveal various linguistic features of syntactic complexity, syntactic accuracy, and self-repairs in their oral performance. This study provides implications for educators to design project-based activities for different proficiency learners to improve their complexity, accuracy, and fluency.

Predicting Adolescent Arithmetic and Reading Dysfluency.

The long-term negative consequences of learning difficulties have been acknowledged. Nonetheless, research is still scarce regarding the prediction of adolescent difficulties in reading and arithmetic skills. The present study examines at which age phase and with what kind of constellation of parent- and child-related factors can adolescent difficulties in arithmetic and/or reading fluency be successfully predicted. A sample of Finnish children (N = 941) was followed from the onset of kindergarten (at age 6) through adolescence (ages 13-16). Children's cognitive skills were assessed in kindergarten, and arithmetic and reading fluency were examined in Grades 2, 4, 6, 7, and 9. Parents' self-report data were collected on their own learning difficulties and educational level. Scoring below the 16th percentile in both Grades 7 and 9 was set as the criterion for dysfluency either in reading (N = 87, 9.2%) or arithmetic (N = 84, 8.9%). Adolescent dysfluency in both domains was moderately predicted by parental measures and kindergarten cognitive skills. Although adding school-age fluency measures clearly increased both the predictability and specificity of models up to Grade 4 for both skills, knowledge of letters' names, counting, and visuospatial skills remained unique predictors of dysfluency in adolescence.

A Systematic Review of Speech Fluency Measurement in L2 Monologues and Dialogues

This study synthesises measures of L2 speech fluency in both monologues and dialogues. About monologue fluency measurement, we provide a synthesis of measurement based on Skehan's (2003) three dimensions (speed, breakdown, and repair) and discrepancies among scholars. As for dialogue fluency, the limited number of studies precludes a conclusion of well-established measurement. Furthermore, the reasons for the paucity of studies in this area are elucidated. The study revealed inconsistencies in the standardisation and methodological definitions employed by scholars in monologue fluency research, resulting in a lack of uniformity in the data collected. Concerning dialogues, there is a notable absence of theoretical and operational frameworks.

Bridging the Connection between Fluency in Reading and Arithmetic.

This study examines the contribution of early executive functions (EFs) in the association between fluency in reading and arithmetic. Kindergarten children (N = 1185) were assessed on executive functions skills and on reading and arithmetic fluency in Grade 1 and Grade 3. The analysis revealed that beyond the connection within each domain there is a unidirectional effect between fluency measures, with Grade 1 reading fluency significantly influencing the development of arithmetic fluency in Grade 3. Furthermore, the findings indicate that kindergarten EFs significantly contribute to arithmetic fluency at both time points and to reading fluency in the first grade. Early EF skills also emerged as significant contributors to the associations between fluency performance in reading and arithmetic, suggesting that the influence of EFs extends beyond individual academic domains. These findings have implications for understanding the cognitive mechanisms that underlie the relations between these academic skills.

B - 123 Examining the Utility of a Short-Form Letter Fluency Task: a Lifespan Analysis Using the D-KEFS Verbal Fluency Test

Abstract Objective The D-KEFS Verbal Fluency Test (VF) is a commonly used measure of a variety of executive functions with three separate components: Letter Fluency (FAS), Category Fluency and Category Switching. This study will solely explore the FAS, a measure of phonemic fluency and lexical access. Prior research in cognitively impaired adults suggested a potential for a short-form version of the test. This project seeks to validate these findings across different age groups. The hypothesis predicts a positive correlation between words produced in the 1–15 second interval for the letter F and the total FAS score, which includes three 60-second intervals for each letter. Method The study involved 99 patients aged 10 to 88 (X ̅: 38.77; males = 50) referred for outpatient neuropsychological evaluation. Pearson’s correlation coefficient assessed the relationship between the initial 15-second FAS interval and the total raw score. Results The Pearson correlation coefficient shows a moderate positive correlation between the 15 second interval for the letter F and FAS total score (r = 0.435). Further, this correlation is significant, (p < 0.001). Conclusions The study suggests that the initial 15-second FAS interval effectively predicts overall performance across pediatric and adult populations. This underscores the potential for a short-form Letter Fluency component as a valuable addition to clinical assessments. Short forms could alleviate patient frustration and maintain motivation during testing, enhancing the utility of cognitive measures like the D-KEFS FAS in clinical settings.

Preliminary Evidence That Design Fluency Is Related to Dual-Task Treadmill Gait Variability in Healthy Adults.

Evidence supporting a link between gait and cognition is accumulating. However, the relation between executive functioning and spatiotemporal gait parameters has received little attention. This is surprising since these gait variables are related to falls. The goal of this preliminary study was to determine whether performance on measures of inhibition, reasoning, and fluency is related to variability in stride length and step width during dual-task treadmill walking in a sample of healthy adults. Nineteen healthy adults averaging 40 years of age were evaluated. Results indicated that processing speed was reduced, t(18) = 6.31, p = 0.0001, step width increased, t(18) = -8.00, p = 0.0001, and stride length decreased, t(18) = 3.06, p = 0.007, while dual tasking, but variability in gait parameters did not significantly change, consistent with a gait/posture-first approach. As hypothesized, better performance on a visual design fluency task which assesses cognitive flexibility was associated with less dual-task stride length variability, rs (17) = -0.43, p = 0.034, and step width variability, r = -0.56, p = 0.006. The results extend previous findings with older adults walking over ground and additionally suggest that cognitive flexibility may be important for gait maintenance while dual tasking.

Beyond age and intensive exposure: Initial proficiency effects on adolescents’ second language proficiency in an international school

This study investigates the effects of biological age and intensive exposure on L2 learning in an International School context as regards variability in learning rate and L2 development among pre- versus mid-adolescent learners. Longitudinal data collection at three time-points over one year involved semi-guided interviews and written productions among 28 L1-French learners of English in two age groups, either 11 years or 15 years of age. The data were investigated using quantitative measures of accuracy, fluency and holistic proficiency, and analysed with robust repeated measures ANOVAs and ANCOVAs. The findings suggest that the one-year intensive experience of English learning in the International School promoted significant gains in accuracy and holistic proficiency, but only one aspect of fluency, i.e., speech rate. When initial proficiency as Time 1 performance was controlled, the 15-year-old learners performed better than their younger peers only in written proficiency, while the 11-year-olds showed a faster learning rate in some aspects of oral accuracy and fluency. However, initial proficiency eclipsed age and exposure effects on L2 proficiency development during the one-year intensive experience. These results suggest that, for the introduction of short intensive programs in instructed contexts, learners’ initial proficiency and biological age should be considered.

Authenticity of academic lecture passages in high-stakes tests: A temporal fluency perspective

Corpus-based studies have offered the domain definition inference for test developers. Yet, corpus-based studies on temporal fluency measures (e.g., speech rate) have been limited, especially in the context of academic lecture settings. This made it difficult for test developers to sample representative fluency features to create authentic listening passages. To address this issue, the Fluency Corpus of Academic English Lectures (FCAEL) was created to offer insight into the thresholds for temporal fluency features in academic lecture settings. The current study compared the corpus data to the academic lecture passages in the Test of English as a Foreign Language Internet-based test (TOEFL iBT) and International English Language Testing System (IELTS) to examine the domain definition inference of these tests. In total, 14 temporal fluency measures were examined. A bootstrapped one-way multivariate analysis of variance (MANOVA), followed by a series of bootstrapped analyses of variances (ANOVAs), independent t-test, and Tukey tests showed some support for the tests, although many limitations were also found. The study suggests the 25th–75th percentile of FCAEL as tentative thresholds for each temporal fluency feature. The proposal may be useful for test developers to create and revise test materials. Coding schemes, analysis codes, and raw corpus data are available on the project’s Open Science Framework page, exemplifying how Open Science can provide benefits beyond the academic community.

Exploring the Relationship Between Working Memory Capacity and L2 Oral Fluency

This study investigated the relationship between working memory capacity (WMC) and L2 oral fluency and explored the maintenance of newly presented information in L2 speaking production. When performing speech production tasks, knowledge from long-term memory is at frequent use and hence involves the operation of the episodic buffer, one component of the working memory system, where information is retrieved from long-term memory and stored in chunks as we speak in chunks. In this study, we measured WMC by assessing chunk capacity and chunk size held in and retrieved from the episodic buffer. Chunk capacity was measured by Pair-word Speaking Task; chunk size was measured by Procedure Description Task; and oral fluency was measured by speech rate and mean length of run using an IELTS speaking task. Twenty-nine English-major students participated in this study. The results showed a strong positive correlation between chunk capacity and the two measures of fluency while chunk size negatively correlated with fluency. Data from the recall interviews revealed that participants employed various strategies for the maintenance of the presented information which involved different types of information binding.

Using semantic verbal fluency to estimate the relative and absolute vocabulary size of bilinguals: An exploratory study of children and adolescents

IntroductionThe full assessment of bilingual children often involves at least one language for which formal vocabulary tests are lacking and which the examiner does not speak. We examined, in a sample of children with typical development (TD), whether a semantic verbal fluency task, typically used in research as a measure of executive function, could be used in the place of a formal vocabulary test to estimate vocabulary knowledge when formal tests are not available. Method113 TD monolingual French speakers and TD bilinguals and with varying degrees of exposure to French, age 6 to 17 years, completed tests of vocabulary knowledge and semantic verbal fluency. A subset of 64 participants spoke French and English and were tested in both languages. Verbal fluency measures calculated using a traditional method which uses specific rules for superordinate categories and for animals of different sex and age and a simplified scoring method which simply counts all words produced, included the total number of words produced in each language, Total Vocabulary and Conceptual Vocabulary measures combining both languages, as well as analyses of lexical composition and word frequency within the study sample. ResultsLinear regressions revealed that the number of words produced predicted vocabulary size in a language-specific way, with slightly stronger predictions made by the simplified scoring method. As expected, bilinguals produced more words and more unique words in their language of greater exposure, while different exposure groups were equivalent in measures combining both languages, including their Total vocabulary and Conceptual vocabulary. Producing unusual words (infrequently produced in the study sample) indicated higher vocabulary scores. ConclusionsThis study supports the use of the verbal fluency task as a quick and simple tool to obtain a rough estimate of vocabulary size in TD monolinguals and bilinguals. This tool shows promise as well in clinical work with other populations, subject to further verification.

Assessment of phonemic verbal fluency in Portuguese patients with multiple sclerosis

ABSTRACT Background Executive dysfunction occurs in 15% to 20% of multiple sclerosis (MS) patients and verbal fluency tests are frequently used to assess this deficit. The Word List Generation (WLG) is one of the most used measures in MS. This study aims to compare the performance of WLG of MS patients and healthy controls and to analyze the influence of clinical and demographic factors on the performance of MS patients. Methods One hundred and nine MS patients and an age- and gender-matched group of 138 healthy controls were evaluated with WLG Portuguese version, as well as other tests from the Brief Repeatable Battery of Neuropsychological Tests (BRBN-T), subtests from WAIS, a phonemic fluency test (M, R, and P), and measures of psychological symptomatology and cognitive fatigue. The MS group (70.6% females) was mainly diagnosed with RRMS (89.2%). Results The MS group performed significantly lower than healthy controls on the WLG. In the MS group, this performance was significantly correlated with the level of education. Significant differences were found between the two groups regarding cognitive fatigue, with MS patients reporting higher levels than healthy controls. However, this variable was not related to the performance on the WLG for MS patients. Conclusions This study suggests that MS is associated with large levels of cognitive decline on the phonemic verbal fluency tests. These results are consistent with other studies and highlight the importance of verbal fluency and cognitive speed measures in the neuropsychological assessment of MS. Deficits on this task seem to be highly related to the level of education of the patient rather than other demographic and clinical factors.

Preschool Morphological Awareness and Developmental Change in Early Reading Ability

ABSTRACT Purpose This longitudinal study examined the contribution of preschool morphological awareness to word reading skills and reading comprehension, as well as to the developmental change of reading ability beyond other well-established oral language and cognitive predictors. A distinction was made between the domains of inflectional and derivational morphology. Method Two hundred and fifty-nine Norwegian-speaking children (46% female) with a mean age of 5.5 years were assessed in preschool on language measures and again in Grades 1 and 3 on measures of word reading accuracy and fluency and in Grades 3 and 4 on reading comprehension. We fit latent change score models with preschool predictors using parceling to control for measurement error. Results We found a unique contribution of preschool morphological awareness to reading comprehension in Grade 3, but no unique contribution to Grade 1 decoding. Neither awareness of inflections nor awareness of derivations predicted developmental change in word reading fluency between Grades 1 and 3 or change in reading comprehension between Grades 3 and 4 beyond the effect of control variables. Conclusion Our findings confirm the relevance of morphological awareness only for early attainment in reading comprehension and highlight the importance of accounting for measurement error in studying associations among variables aiming to discover specific contributions.

QOL-05. MEMANTINE FOR PREVENTION OF COGNITIVE LATE EFFECTS IN CHILDREN RECEIVING CRANIAL RADIATION THERAPY FOR FOCAL BRAIN TUMORS: A PILOT STUDY

Abstract BACKGROUND Childhood brain tumor survivors treated with cranial irradiation are at significant risk for cognitive late effects that negatively impact quality of life. Memantine (an NMDA receptor antagonist), taken during radiotherapy for brain metastases in adults, resulted in reduced cognitive declines. This is the first investigation of feasibility, acceptability, and preliminary efficacy of memantine for reducing cognitive late effects in children undergoing radiation therapy. METHODS In a randomized, double-blind, controlled trial (MEMCRT; NCT03194906) children took memantine (20 mg/d) or placebo for 12 weeks. During the medication phase, participants received weekly phone calls to assess adherence using pill counts and monitor side effects using the SAFTEE structured interview. At baseline, 6 weeks (end of radiation therapy), and 12 weeks (end of medication), participants completed a brief battery of cognitive measures. RESULTS 30 patients (age at irradiation=11.93±2.87; 47% male) were included; memantine (n=16) and placebo (n=14) groups did not differ in age, sex, race, socioeconomic status or baseline IQ (ps>.26). Study participation (71% of those approached) and medication adherence (88% completed 12 weeks, with 97% of medication taken) were high. Side effects were minimal (only one CTCAE≥ 3; headache in the placebo group) with no difference between groups in change in side effect severity from baseline to any medication week, across any symptom inquiry (ps>.23). At 12 weeks, Cohen’s d effect sizes (ES) indicate the memantine group had better performance on measures of processing speed (Cogstate Identification ES=.61), academic fluency (Woodcock Johnson-IV Reading Fluency ES=.45; Math Fluency ES=.81), and fatigue (PedsQL Multidimensional Fatigue Scale ES=.72). CONCLUSIONS Study findings indicate memantine used as a neuroprotectant during radiation therapy for children with focal brain tumors is feasible and acceptable, with preliminary evidence for better cognitive outcomes that require validation in a larger, definitive trial.

The impact of computer-mediated task complexity on writing fluency: A comparative study of L1 and L2 writers’ fluency performance

Though many studies have been conducted on written language task complexity, much remains to be explored about its relationship with writers’ fluency. In this study, we examined the potential impact of cognitive task complexity on L1 and L2 learners’ writing and spelling fluency, and the writing fluency and spelling differences between two L2 learner groups when performing tasks of varied complexity. Ninety university students– 30 native English speakers, and 30 Hispanic and 30 Chinese English learners–participated in the study. We recorded the process performance of the three learner groups using computer keystroke logging software– Inputlog 7.0– while they completed two argumentative tasks of varied cognitive complexity. The participants’ writing performance was analyzed using multiple fluency measures. The results generally showed that task complexity plays an influential role in differentiating the participants’ writing fluency, and that task complexity interacts with the three learner groups’ writing and spelling fluency performance. This offers invaluable insights that can be harnessed by technology developers to tailor their tools, furnishing learners with the means to adeptly navigate the intricate terrain of task-induced fluency challenges. Such nuanced understanding holds the potential to refine technological solutions, ultimately empowering proficient TBLT-driven L2 writers.

Mapping the interactions between task sequencing, anxiety, and enjoyment in L2 writing development

This study explores the relationships between task sequencing, task anxiety, task enjoyment, and second language (L2) writing development. While L2 writing is influenced by various factors, including task sequencing and learner-related variables, empirical evidence on the interactions between task sequencing and task emotions in L2 writing development is scarce. To address this gap, 75 L2 English students performed nine versions of three decision-making tasks in different sequences (simple to complex, complex to simple, or random) over nine weeks. The participants completed post-task questionnaires on their perceptions of the tasks, task anxiety, and task enjoyment, and their essays were analyzed for syntactic complexity, accuracy, lexical complexity, and fluency (CALF). Linear mixed-effect modeling examined the effect of task sequencing on CALF measures and task emotions. Results revealed that the simple-to-complex group had the best performance in CALF measures compared to other groups. Furthermore, the complex-to-simple group outperformed the random group in accuracy, lexical complexity, and fluency measures. Participants showed improved writing over time and experienced less task anxiety and more task enjoyment in the simple-to-complex group. Overall, this study suggests that task sequencing plays a crucial role in L2 writing development by improving learners’ performance, enjoyment, while reducing anxiety.

SuperAging functional connectomics from resting-state functional MRI.

Understanding the relationship between functional connectivity (FC) of higher-order neurocognitive networks and age-related cognitive decline is a complex and evolving field of research. Decreases in FC have been associated with cognitive decline in persons with Alzheimer's disease and related dementias (ADRD). However, the contributions of FC have been less straightforward in typical cognitive aging. Some investigations suggest relatively robust FC within neurocognitive networks differentiates unusually successful cognitive aging from average aging, while others do not. Methodologic limitations in data processing and varying definitions of 'successful aging' may have contributed to the inconsistent results to date. The current study seeks to address previous limitations by optimized MRI methods to examine FC in the well-established SuperAging phenotype, defined by age and cognitive performance as individuals 80 and older with episodic memory performance equal to or better than 50-to-60-year-olds. Within- and between-network FC of large-scale neurocognitive networks were compared between 24 SuperAgers and 16 cognitively average older-aged control (OACs) with stable cognitive profiles using resting-state functional MRI (rs-fMRI) from a single visit. Group classification was determined based on measures of episodic memory, executive functioning, verbal fluency and picture naming. Inclusion criteria required stable cognitive status across two visits. First, we investigated the FC within and between seven resting-state networks from a common atlas parcellation. A separate index of network segregation was also compared between groups. Second, we investigated the FC between six subcomponents of the default mode network (DMN), the neurocognitive network commonly associated with memory performance and disrupted in persons with ADRD. For each analysis, FCs were compared across groups using two-sample independent t-tests and corrected for multiple comparisons. There were no significant between-group differences in demographic characteristics including age, sex and education. At the group-level, within-network FC, between-network FC, and segregation measurements of seven large-scale networks, including subcomponents of the DMN, were not a primary differentiator between cognitively average aging and SuperAging phenotypes. Thus, FC within or between large-scale networks does not appear to be a primary driver of the exceptional memory performance observed in SuperAgers. These results have relevance for differentiating the role of FC changes associated with cognitive aging from those associated with ADRD.