Sex differences in verbal fluency: the role of strategies and instructions.

Furthermore, we observed a large and highly significant main effect of “ instruction ” ( F (2,80) = 66.78, p < 0.001, η p 2 = 0.63). “ Instruction ” did not interact with “ sex ” ( F (2,80) = 1.65, p = 0.20, η p 2 = 0.04) or “ sex ” × “ task ” ( F (2,80) = 1.69, p = 0.19, η p 2 = 0.04), indicating that the difference in word generation between the two phonemic and semantic tasks and the different instruction conditions did not depend on sex.

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