Previous studies have already demonstrated that auditory stimulation with music influences the cardiovascular system. In this study, we described the relationship between musical auditory stimulation and heart rate variability. Searches were performed with the Medline, SciELO, Lilacs and Cochrane databases using the following keywords: “auditory stimulation”, “autonomic nervous system”, “music” and “heart rate variability”. The selected studies indicated that there is a strong correlation between noise intensity and vagal-sympathetic balance. Additionally, it was reported that music therapy improved heart rate variability in anthracycline-treated breast cancer patients. It was hypothesized that dopamine release in the striatal system induced by pleasurable songs is involved in cardiac autonomic regulation. Musical auditory stimulation influences heart rate variability through a neural mechanism that is not well understood. Further studies are necessary to develop new therapies to treat cardiovascular disorders.
Noi se-induced hearing loss has been studied for many years and today many experts also investigate the synergic action of chemical products, since they can be potentially ototoxic.
The program of this maternity hospital was effective and complies with national and international recommendations. The population consisted of young mothers with few pregnancy complications and healthy infants. The only variable that influenced transient evoked otoacoustic emission results, after hospital discharge, was the age at which infants were evaluated.
Audi tory processing disorder is a clinical entity that may be associated with several neuropathological disorders -learning disabilities among them. Aim: to characterize and compare the performance of students with and without learning disabilities in speech tests with and without background noise, dichotic listening tests, alternating dissyllable test. Materials and methods: 40 students of both genders, ranging from 8 to 12 years of age participated in this study. They were divided in two groups: GI -20 students with learning disabilities and GII -20 students with good academic performance matched according to gender, age and education with GI. The evaluation consisted of basic audiological evaluation and applying dichotic listening tests, alternating disyllable test and speech test in noise. Study design: this is a cross-sectional study with a historical cohort. Results: the students of GI presented inferior performance compared to Group II (GII), both on dichotic listening tests and on alternating disyllable tests, and performance with no statistically significant difference on the speech in noise test. Conclusion: The evidence found suggests that the group of children with learning disabilities shows inferior performance compared to the group without problems, reflecting difficulties on the processing of auditory information.
A dislexia do desenvolvimento, dificuldade específica de leitura, é caracterizada pela dificuldade em realizar a decodificação fono-grafêmica e percepção de fonemas acusticamente semelhantes. Este estudo teve como objetivo caracterizar o desempenho de crianças com dislexia quanto às habilidades auditivas e de consciência fonológica, correlacionando-as. Participaram deste estudo crianças com dislexia e com bom desempenho escolar, submetidas a avaliações audiológica, do processamento auditivo e das habilidades fonológicas. Os resultados indicaram diferença estatisticamente significante entre as habilidades auditivas de seqüência para sons verbais, mensagem competitiva ipsi e contra-lateral, dicótico de dígitos e dissílabos alternados e ainda nos subtestes de síntese, segmentação, manipulação e transposição. Os achados deste estudo evidenciaram correlação entre provas de memória auditiva e manipulação silábica e fonêmica e associação entre habilidades auditivas e fonológicas, sugerindo que os processos auditivos interferem diretamente na percepção de aspectos acústicos, temporais e seqüenciais dos sons para formação de uma representação fonológica estável.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.