Neurophysiological Mechanisms of Auditory Information Processing in Adolescence: A Study on Sex Differences

Bakos, Sarolta; Töllner, Thomas; Trinkl, Monika; Landes, Iris; Bartling, Jürgen; Großheinrich, Nicola; Schulte‐Körne, Gerd; Greimel, Ellen

doi:10.1080/87565641.2016.1194840

Cited by 5 publications

(3 citation statements)

References 36 publications

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“…As to why the current effect was specifically observed in women is not entirely clear. Some sex differences have been reported ( Bakos et al, 2016 , Nanova et al, 2008 ), but a recent systematic review showed that the effect of sex on P300 latency is minimal to none ( Melynyte et al, 2018 ). Also, sex specific concerns in the presentation of ADHD may be considered ( Nussbaum, 2012 ).…”

Section: Discussionmentioning

confidence: 99%

A multicenter effectiveness trial of QEEG-informed neurofeedback in ADHD: Replication and treatment prediction

Krepel

Egtberts

Sack

et al. 2020

NeuroImage: Clinical

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Section: Discussionmentioning

confidence: 99%

A multicenter effectiveness trial of QEEG-informed neurofeedback in ADHD: Replication and treatment prediction

Krepel

Egtberts

Sack

et al. 2020

NeuroImage: Clinical

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show abstract

“…The inclusion of only 13 children in each group of this study potentially obscures any more subtle relationships between the mismatch effect and SES. In fact, developmental auditory oddball studies often have smaller sample sizes and/or group designs that potentially limit sensitivity, for example: Korpilahti et al (2001) N=10, Lovio et al (2009 N=17, Cao et al (2008) N=12 per group, Bakos et al (2016) N=14 and N=15 in each group, Orinstein and Stevens (2014) N=18 and N=20 in each group.…”

Section: Introductionmentioning

confidence: 99%

Subjective SES is associated with children’s neurophysiological response to auditory oddballs

Anwyl-Irvine¹,

Dalmaijer²,

Quinn³

et al. 2020

Preprint

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Phonological skills are important for language and reading acquisition. All three of these skills are associated across the lifespan with a child’s socioeconomic environment (i.e. SES). There are a large number of potential mechanisms that might explain SES associations with these processes. We explore one potential mechanism – that a child’s SES is associated with the discrimination of word-like sounds, i.e. phonological processing. Magnetoencephalography (MEG) data from a sample of 73 children, recorded during a passive auditory oddball task containing with word and non-word deviants, were used to test where and when any association may occur. We also investigate associations between cognition and attainment and this neurophysiological response. We identified evoked differences between word and non-word deviant tones at an early n200 component (likely representing early sensory processing) and later p300 component (likely representing attentional and/or semantic processing). Subjective SES was convincingly associated with later responses, but there were no significant associations with equivalised income. A child’s educational attainment was also significantly associated with the later component. This suggests that both the educational attainment of children, and their socioeconomic environment as rated by their parents, are significantly associated with underlying phonological detection skills, but likely at a later time-point, associated with semantic and attentional processes, rather than earlier sensory processing. Moreover, household income per se is not significantly associated with these skills.

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“…(2009) N = 17, Cao et al. (2008) N = 12 per group, Bakos et al. (2016) N = 14 and N = 15 in each group, and Orinstein and Stevens (2014) N = 18 and N = 20 in each group.…”

Section: Introductionmentioning

confidence: 99%

Subjective SES is Associated with Children’s Neurophysiological Response to Auditory Oddballs

Anwyl-Irvine

Dalmaijer

Quinn

et al. 2020

Cerebral Cortex Communications

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Language and reading acquisitions are strongly associated with a child’s socioeconomic status (SES). There are a number of potential explanations for this relationship. We explore one potential explanation—a child’s SES is associated with how children discriminate word-like sounds (i.e., phonological processing), a foundational skill for reading acquisition. Magnetoencephalography data from a sample of 71 children (aged 6 years and 11 months–12 years and 3 months), during a passive auditory oddball task containing word and nonword deviants, were used to test “where” (which sensors) and “when” (at what time) any association may occur. We also investigated associations between cognition, education, and this neurophysiological response. We report differences in the neural processing of word and nonword deviant tones at an early N200 component (likely representing early sensory processing) and a later P300 component (likely representing attentional and/or semantic processing). More interestingly we found “parental subjective” SES (the parents rating of their own relative affluence) was convincingly associated with later responses, but there were no significant associations with equivalized income. This suggests that the SES as rated by their parents is associated with underlying phonological detection skills. Furthermore, this correlation likely occurs at a later time point in information processing, associated with semantic and attentional processes. In contrast, household income is not significantly associated with these skills. One possibility is that the subjective assessment of SES is more impactful on neural mechanisms of phonological processing than the less complex and more objective measure of household income.

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Neurophysiological Mechanisms of Auditory Information Processing in Adolescence: A Study on Sex Differences

Cited by 5 publications

References 36 publications

A multicenter effectiveness trial of QEEG-informed neurofeedback in ADHD: Replication and treatment prediction

A multicenter effectiveness trial of QEEG-informed neurofeedback in ADHD: Replication and treatment prediction

Subjective SES is associated with children’s neurophysiological response to auditory oddballs

Subjective SES is Associated with Children’s Neurophysiological Response to Auditory Oddballs

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