Potencial cognitivo P300 realizado em campo livre: aplicabilidade do teste

Duarte, Josilene Luciene; Alvarenga, Kátia de Freitas; Costa, Oswaldo Luiz do Valle

doi:10.1590/s0034-72992004000600013

Cited by 18 publications

(24 citation statements)

References 12 publications

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“…The absence of the wave P3 infers losses in attention and memory skills (7,11,12) and confirms another study (25) , which showed absence of P3 in some children with language disorders.…”

Section: Discussionsupporting

confidence: 88%

“…P3 consists of a positive wave, generated from the discrimination of a rare stimulus, among other frequent stimuli. This potential is generated around 300 ms and reflects the activity of brain areas related to cognition, memory and auditory attention (7,11,12) . In order to check the central auditory functioning in children with a history of school failure, researchers (3) evaluated the P3 children with and without a history of school failure.…”

Section: Introductionmentioning

confidence: 99%

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Potencial Evocado Auditivo de Longa Latência – P3 em crianças com e sem queixas de dificuldade de aprendizagem

Souza

Rocha

Berticelli

et al. 2017

Audiol., Commun. Res.

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Introduction:Children with learning impairment complaints may show changes in the functioning of the central auditory system. The Long Latency Auditory Evoked Potential -P3 is useful in the functional evaluation of the central auditory structures, and can be used as an auxiliary method in the early identification of learning impairment. Purpose: To analyze and compare latencies and amplitudes obtained in P3 of children that complained or not of learning impairment with normal hearing. Methods: The sample consisted of 30 children complaining of learning impairment (study group) and 14 children that did not complain (control group), aged 9 years and 12 years and 11 months. All the children underwent peripheral audiologic evaluation and the P3 study. Results: It was found that the mean P3 latency of the study group was significantly higher than the control group. When comparing P3 amplitude values, there was no difference, although the mean of the study group was lower when compared to the control group. It was observed that, for age and P3 latency, no significant correlation was detected. A similar situation was observed in the relation of age and amplitude, which, even though negative, it was not significant. Conclusion:The group of children with learning impairment complaints presented P3 latency values greater than the children in the group of children that did not complain. No correlation was found in the P3 wave amplitude values between groups.

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“…The absence of the wave P3 infers losses in attention and memory skills (7,11,12) and confirms another study (25) , which showed absence of P3 in some children with language disorders.…”

Section: Discussionsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Potencial Evocado Auditivo de Longa Latência – P3 em crianças com e sem queixas de dificuldade de aprendizagem

Souza

Rocha

Berticelli

et al. 2017

Audiol., Commun. Res.

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“…Concordando com os resultados deste trabalho, a aplicação do P300 mostrou-se viável em campo livre, não apresentando diferenças estatisticamente significantes para o gênero e modo de apresentação do teste (39).…”

Section: Discussionunclassified

Aplicabilidade do teste da habilidade de atenção auditiva sustentada - THAAS em campo livre

Feniman¹,

Rissatto²,

Lauris³

et al. 2012

Arq Int Otorrinolaringol

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RESUMOIntrodução: A atenção é uma função neuropsicológica subjacente a todos os processos cognitivos. A deficiência auditiva compromete o desenvolvimento normal da criança, alterando diversas habilidades auditivas, incluindo a atenção. Objetivo: comparar o desempenho de crianças no Teste da Habilidade de Atenção Auditiva Sustentada-THAAS, no que se refere às diferentes formas de aplicação (fones auriculares e campo livre), gênero e, ordem de aplicação. Método: participaram 40 crianças (7 anos) voluntárias com desenvolvimento típico, divididas em dois grupos: G1 e G2, compostos de 20 crianças cada. A aplicação do THAAS no G1 se deu primeiramente com fones auriculares e em seguida em campo livre e no G2 o processo foi inverso. A avaliação constituiu-se em: questionário específico, testes auditivos e aplicação do THAAS. Resultados: Não houve diferença significante quanto ao gênero. Para o THAAS com fones, o G1 apresentou maior quantidade de erros de desatenção e pontuação total. Para o THAAS em campo houve uma diferença significante do G2 para o decréscimo de vigilância. Quanto à forma de aplicação, o G1 demonstrou um número maior de erros quando foi utilizado fones. O G2 não demonstrou diferença. Conclusão: Houve viabilidade na aplicação do THAAS em Campo Livre, podendo ser adotado os mesmos valores normativos usados para o modo convencional de avaliação. Palavras-chave: audição, atenção, criança. SUMMARY Introduction:The attention is an underlying neuropsychology function to all the cognitive processes. The auditory deficiency compromises the normal development of the child, modifying diverse auditory abilities, including the attention. Objective: to compare the performance of children in the Test of the Ability of Auditory Attention Support, as for the different forms of application (auricular phones and free field), sort and, application order. Method: 40 children (7 years old) voluntary with typical development had participated, divided in two groups: G1 and G2, composites of 20 children each. The application of the THAAS in the G1 if gave first with auricular phones and after that in free field and the G2 the process was inverse. The evaluation consisted in: specific questionnaire, auditory tests and application of the THAAS. Results: It did not have significant difference how much to the sort. For the THAAS with phones, the G1 presented greater amount of errors of carelessness and total punctuation. For the THAAS in field it had a significant difference of the G2 for the monitoring decrease. How much to the application form, the G1 demonstrated a bigger number of errors when it was used phones. The G2 did not demonstrate difference.

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“…The P300 was executed following the individual's circadian cycle in the morning, when the awareness and concentration status are ideal and favor the P300 generation 16,17 . The response required from the target stimulus was motor, in order to maintain the state of awareness -factors which favor the P300 acquisition 12,18 . In the present study, the CG, made up of primary snorers, had a prevalence of 58.33% of individuals with more than 40 years, and in a 1:1 ratio, as far as gender is concerned.…”

Section: Discussionmentioning

confidence: 99%

Síndrome da apneia obstrutiva do sono e o potencial auditivo P300

Martins

Júnior²,

Filho

et al. 2011

Braz. j. otorhinolaryngol. (Impr.)

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The obstructive sleep apnea syndrome (OSAS) reduces attention span, memory and concentration capacities, all associated with cognition. The analysis of the auditory P300 parameters could help infer cognitive dysfunction. Objective:To compare the data from polysomnography and the auditory P300 in adults, primary snorers with OSAS patients. Materials and Methods:Prospective study with primary snorers (N=12) and in OSAS patients (N=54), submitted to polysomnography, defined by the apnea-hypopnea index (AHI). The polysomnography and P300 variables were compared by the t-Student test, the Exact Fisher's Test, logistic regression and analysis of correlation with a significance level of 5%.Results: AIH had an inverse correlation with the oximetry in both groups. The P300 prevalence was lower in the OSAS group (Fisher's Exact Test, p=0.027). Patient age did not influence the P300 prevalence (regression analysis; p=0.232). The P300 amplitude was lower in the OSAS group (t-Student test; p=0.003) and the P300 latency was similar in both groups (t-Student test; p=0.89). Conclusion:The reduction in the P300 amplitude in patients with OSAS suggests cognitive dysfunction induced by a reduction in auditory memory. Braz J Otorhinolaryngol. 2011;77(6):700-5. ORIGINAL ARTICLE BJORL

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Potencial cognitivo P300 realizado em campo livre: aplicabilidade do teste

Cited by 18 publications

References 12 publications

Potencial Evocado Auditivo de Longa Latência – P3 em crianças com e sem queixas de dificuldade de aprendizagem

Potencial Evocado Auditivo de Longa Latência – P3 em crianças com e sem queixas de dificuldade de aprendizagem

Aplicabilidade do teste da habilidade de atenção auditiva sustentada - THAAS em campo livre

Síndrome da apneia obstrutiva do sono e o potencial auditivo P300

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