Long-latency auditory evoked potentials with verbal and nonverbal stimuli

Oppitz, Sheila Jacques; Didoné, Dayane Domeneghini; Silva, Débora Durigon da; Gois, Marjana; Folgearini, Jordana; Ferreira, Geise Corrêa; Garcia, Michele Vargas

doi:10.1016/j.bjorl.2014.10.005

Cited by 19 publications

(36 citation statements)

References 21 publications

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“…18,30 These results also support the idea that auditory stimuli are processed bilaterally, and evoke similar responses in the central nervous system regardless of the ear which first detects it, as discussed by previous studies. 14,18,[28][29][30] As can be seen in ►Table 3, only one component of the CAEP (P1) differed between genders. The literature suggests that the latency of LLAEP components is similar between males and females; 8,25,28,31 however, more studies comparing genders in the pediatric population are suggested for such finding to have clinical and / or scientific relevance.…”

Section: Discussionsupporting

confidence: 88%

“…17 There is no consensus in the literature regarding the age at which different components of LLAEPs first appear, or the age-based reference values for signal latency, 17 although studies on the topic have been conducted. 4,5,[7][8][9]11,12,14,[18][19][20][21][22][23][24][25][26][27][28][29][30][31] To date, no studies appear to have investigated CAEPs using verbal stimuli and the Smart EP platform (Intelligent Hearing Systems, Miami, FL, USA) in 2-year-old subjects. We hypothesized that P2 and N2 waves would be present by the age of 2 years old, since the level of myelination of the auditory cortex at this age would allow for the emergence of these components of the CAEP.…”

Section: Introductionmentioning

confidence: 99%

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Cortical Auditory Evoked Potentials in 2-Year-Old Subjects

Rechia

D'Agostini

Sousa

et al. 2019

Int Arch Otorhinolaryngol

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Introduction Cortical auditory evoked potentials (CAEPs) can be used to evaluate both peripheral and cortical components of auditory function, and contribute to the assessment of functional sensitivity and auditory thresholds, especially in neonates and infants. Auditory evoked potentials reflect auditory maturity and precede the acquisition of more complex auditory and cognitive skills, and are therefore crucial for speech and language development. Objective The aim of the present study was to determine the presence, latency and amplitude of CAEP components in response to verbal stimuli in children aged 2 years old. Methods The sample consisted of 19 subjects, 10 of whom were male while 9 were female. All of the participants were 24 months old at the time of assessment. Results A total of 17 of the participants displayed all components of the CAEP. Additionally, no significant differences were observed between genders or ears in the present sample. The presence of all components of the CAEP in subjects aged 2 years old confirms the existence of a critical period for the maturation of auditory pathways in the first 2 years of life. Conclusion In the present study, in addition to the P1/N1 components, it was possible to observe the presence of the CAEP P2/N2 components in individuals aged 24 months, confirming the existence of a critical period for the maturation of the auditory pathways in the first 2 years of life.

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Section: Discussionsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Cortical Auditory Evoked Potentials in 2-Year-Old Subjects

Rechia

D'Agostini

Sousa

et al. 2019

Int Arch Otorhinolaryngol

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“…These results make us think that maybe the tone burst stimulation offers low sensitivity to capture subject changed. In addition, the largest P3 latency was statistically significant with the verbal stimulus /ba/ and /ga/, and greater latency for N2 with the verbal stimulus /ba/ and /di/, there is no difference for the amplitude of P3 between the four estimuli 17 .…”

Section: Discussionmentioning

confidence: 82%

“…These values of standardization were made for the tone burst stimulation. There is a recent study conducted with values for the speech stimuli of /ba/ and /di/, which were: P1 (OD: ms 65.5; OE: 67.2 ms), N1 (OD: 107.8 ms; OE: 109, 3ms), P2 (OD: 182.7 ms; OE: 187.1 ms), N2 (OD: 251.6 ms; OE: 261.4 ms), P3 (OD: ms 324.2; OE: 329.9 ms) and amplitude of P3 (OD: 6.3 µV; OE: 6.7 µV) 17 .…”

Section: Resultsmentioning

confidence: 98%

Resolução temporal e potenciais corticais em diferentes níveis de proficiência da língua inglesa

et al. 2017

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Purpose: to investigate and compare hearing abilities in normal hearing bilingual students, at different levels of English proficiency (basic, intermediate and advanced), using behavioral testing and electrophysiological testing. Methods: this study is descriptive, quantitative and transversal. The sample consisted of 60 subjects (language schools students at different English proficiency levels: 20 at advanced level (AG); 20 at intermediate level (IG); 20 at basic level (BG)) with normal hearing and no complaints about auditory processing abilities, aged 18-35 years. They were subjected to behavioral test: Random Gap Detection Test (RGDT) that assesses ability of temporal resolution; and electrophysiological test Long Latency Auditory Evoked Potential (LLAEP) with verbal stimuli (syllables /ba/ -frequent stimulus and /di/ -rare stimulus) evaluating memory, attention and auditory discrimination. Results: it was noticed a statistically significant difference between ears for: BG, to amplitude of N1 and P2, with higher values for left ear; IG to amplitude of P1, N1 and P2, with higher values for left ear; AG to latency of N1, with higher values for left ear, and amplitudes of components P2, N2 and P3, with higher values for left ear. Between groups, RGDT showed lower values of AG, and latency of N1 component, with higher values for BG. Conclusion: there were significant differences in temporal resolution ability, better for students in advanced level of English and also to the latency of evoked cortical N1 with higher values for students at a basic level. Keywords: Hearing; Bilingualism; Electrophysiology; Event-Related Potentials, P300; Adult RESUMO Objetivos: investigar e comparar as habilidades auditivas entre normo-ouvintes bilíngues estudantes de diferentes níveis de proficiência do inglês por meio de teste comportamental e eletrofisiológico. Métodos: este estudo tem caráter descritivo, quantitativo e transversal. A amostra foi composta por 39 sujeitos (alunos de escolas de idiomas: 13 no nível avançado (GA); 13 no nível intermediário (GI); 13 no nível básico (GB)), com idade entre 18 a 35 anos, limiares auditivos tonais dentro dos limites da normalidade e sem queixas de habilidades de processamento auditivo. Foram submetidos aos testes comportamentais: teste de detecção de gap (RGDT); e ao teste eletrofisiológico potencial evocado auditivo de longa latência (PEALL), com estímulos verbais (sílabas /ba/ -frequente -e /di/ -raro) Resultados: verificou-se diferença estatisticamente significante entre as orelhas para: o GB, para a amplitude de N1 e P2, com maiores valores para a orelha esquerda; o GI, para a amplitude de P1, N1 e P2, com maiores valores para a orelha esquerda, o GA, para a latência do componente N1, com maiores valores para a orelha esquerda, e, para as amplitudes dos componentes P2, N2 e P3, com maiores valores para a orelha esquerda. Entre os grupos, o teste RGDT mostrou menores valores para GA e para latência do componente N1, com maiores valores para o GB. Conclusões: pode-se concluir...

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“…However, the comparison of tone and speech-evoked P300 responses needs to be interpreted cautiously because the word stimulus of 'mommy' is the very easily discriminated from the 1,000 tone and can elicit the larger P300, regardless of tone versus speech-evoked responses. While non-meaningful syllable stimuli have been widely used in the study of speech evoked P300 (Groenen et al, 2001;Oppitz et al, 2015), some investigators have examined how the P300 is evoked by sub-phonemic speech stimuli (Dalebout & Stack, 1999;Dehaene-Lambertz, 1997;Horev et al, 2007;Maiste, Wiens, Hunt, Scherg, & Picton, 1995;Tampas, Harkrider, & Hedrick, 2005). Maiste et al (1995) constructed two sets of stimuli where each set had 1,000 stimuli from a nine-step /ba/-/da/continuum.…”

mentioning

confidence: 99%

Event-Related Potentials and Behavioral Responses to CV Stimuli Straddling Category Boundary

Lee

Hedrick²,

Harkrider³

2019

Commun Sci Disord

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Objectives: The present study aims to examine in depth the nature and characteristics of the P300 response reflected in the processing of across-category speech stimuli by determining whether the P300 is different for the extent of deviancy of stimuli and a scalp distribution; the behavioral response is different for the extent of deviancy of stimuli; and the P300 is correlated with the behavioral response. Methods: The P300 and behavioral data were measured in an oddball paradigm from twenty normal-hearing adults. From behavioral labeling test results of a nine-step series /bi/-/pi/ continuum, one within-category CV was selected as a standard stimulus and two across-category CVs were selected as weak (WD) and strong deviant stimuli (SD), respectively. Results: The P300 amplitude was larger for SD than for WD and on central and parietal regions than frontal region while the P300 latency was shorter for SD than for WD with no difference for the scalp distribution. The accuracy response was greater and reaction times were faster for SD than for WD. And reaction times were negatively correlated with P300 amplitude and positively correlated with P300 latency. Conclusion: The results suggest that the P300 amplitude and latency can reflect perceptual processing of subtle phonetic changes in across-category speech stimuli, and they are correlated with reaction times.

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Long-latency auditory evoked potentials with verbal and nonverbal stimuli

Abstract: There was a difference in the latency of potentials N2 and P3 among the stimuli employed but no difference was observed for the P3 amplitude.

Cited by 19 publications

References 21 publications

Cortical Auditory Evoked Potentials in 2-Year-Old Subjects

Cortical Auditory Evoked Potentials in 2-Year-Old Subjects

Resolução temporal e potenciais corticais em diferentes níveis de proficiência da língua inglesa

Event-Related Potentials and Behavioral Responses to CV Stimuli Straddling Category Boundary

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