Ordenação temporal simples e localização sonora: associação com fatores ambientais e desenvolvimento de linguagem

Souza, Marina Alves de; Passaglio, Nathália de Jesus Silva; Souza, Valquíria da Conceição; Scopel, Ramilla Recla; Lemos, Stela Maris Aguiar

doi:10.1590/s2317-64312015000100001443

Cited by 6 publications

(8 citation statements)

References 22 publications

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“…Considering the organization of language in subsystems and that, among them, the development of the phonological system and the semantic system are the ones that receive the most influence from the hearing abilities, we found studies that relate the alterations of the auditory processing to the presence of phonological [16][17][18][19] and of vocabulary 18 alterations, corroborating the findings of this study.…”

Section: Resultssupporting

confidence: 88%

“…Likewise, it was found a high incidence of alterations in the simplified evaluation of auditory processing, and this prevalence of failures is in line with studies that used the same instrument in school and preschool children 16,18,28,33 . Also in line is the observation of a greater difficulty in verbal sequential memory (MSV) and non-verbal sequential memory (MSNV), which evaluate the auditory ability of simple temporal ordering, than in the evidence of location and discrimination of the sound source 11,17,28,33 .…”

Section: Discussionsupporting

confidence: 82%

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Neuropsychomotor development and auditory skills in preschool children

Guedes-Granzotti¹,

Siqueira²,

César³

et al. 2018

J. Hum. Growth Dev.

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Introduction:Neuropsychomotor development and auditory abilities, influenced by biological and environmental factors, are directly related to school performance. In this way, a screening test in school environment allows the prior identification of change in development, reducing the losses in child life.Objective: To characterize the relationship between neuropsychomotor development and auditory processing skills in preschool children.Methods: 108 preschool children from three public institutions with ages between four years and one month to five years and eleven months, of both sexes were screened. It was performed the screening of Central Auditory Processing (CAP) through the simplified evaluation of auditory processing and the neurodevelopment using the Developmental Screening Test II Denver. The data were analyzed by chi-square tests and bivariate correlation with Pearson coefficient, adopting a significance level of 5% and alpha of 0.1. Results:The screening of the CAP, 100% of the subjects showed normal responses in the test detection, 81.5% in sound localization, 49% in the test of non-verbal sequential memory and 58.3% in the test of verbal sequential memory. In the neuropsychomotor development screening, the frequency of appropriate responses to the chronological age was significant in all areas, being 86.1% (93) in personal social area, 92.5% (100) in the adaptive fine motor, 87 % (94) in language and 92.5% (100) in gross motor. It was found a significant relationship only between the language alterations and proofs of sequential memory (p <0.05). Conclusion:It was found that the group studied was relationship between the language alterations and alterations in the temporal ordering skills of the central auditory processing.

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Section: Resultssupporting

confidence: 88%

Section: Discussionsupporting

confidence: 82%

Neuropsychomotor development and auditory skills in preschool children

Guedes-Granzotti¹,

Siqueira²,

César³

et al. 2018

J. Hum. Growth Dev.

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“…Researchers who evaluated the listening skills of 4 to 5-year-old preschoolers also found adequate and similar performance in the sound localization test among the subjects, considering gender and age group (11,13,17) . However, another study with preschoolers aged from 4 to 5 years showed better male performance in the sound localization test, but without significant differences (18) .…”

Section: Discussionmentioning

confidence: 92%

“…Besides, the 5-year-old children from the GWMT got right two sequences of four instruments (Figure 2), reaching the reference standard expected from the age of 6, when the addition of one more instrument in the sequence is indicated (2) . Response maturation and performance improvement with increasing age were evidenced in another study, which sought to investigate the correlation between simple temporal ordering and sound localization with environmental factors and language development of children from 4 to 5 years and 11 months, noting that the 5-year-old children were better than 4-year-old ones (18) . Other studies pointed out that 5-year-old children with musical experience performed better than children without musical experience by getting more sequences in the VSM test and mainly in the NVSM one (11,13) , in which they noticed similar performance of these 5-year-old children and 6-year-old ones with no musical experience.…”

Section: Discussionmentioning

confidence: 99%

Influência da musicalização infantil nas habilidades auditivas de pré-escolares

Jesus

Silva

2019

Audiol., Commun. Res.

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RESUMO Objetivo Verificar a associação entre musicalização infantil e habilidades auditivas de ordenação temporal e localização sonora em pré-escolares de 5 e 6 anos. Métodos Participaram do estudo 60 crianças de ambos os sexos, de 5 anos a 6 anos e 11 meses, sendo 30 do grupo com treinamento musical e 30 do grupo sem treinamento musical. Os participantes de ambos os grupos foram submetidos à triagem auditiva, avaliação simplificada do processamento auditivo e ao teste Padrão de Frequência, em campo livre. Os desempenhos de cada um dos procedimentos foram tabulados, analisando-se as possíveis correlações e associações entre eles, como variáveis dependentes e variáveis independentes, como grupo, sexo e idade. Resultados O grupo com treinamento musical apresentou média de acertos superior ao grupo sem treinamento musical, nos testes de memória sequencial não verbal e verbal, teste Padrão de Frequência não verbal e verbal. Sujeitos de 5 anos do grupo com treinamento musical obtiveram melhor desempenho, em relação aos sujeitos de 5 anos do grupo sem treinamento musical, acertando mais sequências. No teste de localização sonora, não houve diferença entre a idade e o grupo. Conclusão Pré-escolares de 5 e 6 anos que participavam de musicalização infantil apresentaram melhor desempenho nos testes que avaliaram as habilidades de memória sequencial não verbal e verbal e de ordenação temporal de três sons, quando comparados aos pré-escolares que não participavam de musicalização. Portanto, a musicalização infantil influenciou positivamente as habilidades auditivas de pré-escolares de 5 e 6 anos.

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“…Several studies found significant relationships between home literacy context and the development of language skills (3,5,6,7,8,18,25) . Regarding the phonology and the vocabulary, important aspects of reading and writing development, it was observed the association between the performance on tests of such aspects and the scores of the home environment resources, strengthening the influence not only to the acquisition and language development, but also for the overall development of the child (12,26) . Furthermore, the frequency of extracurricular activities and life experiences contribute to the presence or absence of stress in children, manifesting itself in school difficulties.…”

Section: Discussionmentioning

confidence: 92%

Associação entre o desempenho em leitura de palavras e a disponibilidade de recursos no ambiente familiar

Oliveira

Conceição

Figueiredo

et al. 2016

Audiol., Commun. Res.

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Purpose: To investigate the association between word reading performance and the resources of the family environment of third-year elementary school children enrolled in a Belo Horizonte municipal school. Methods: This study involved a nonprobability sample comprising schoolchildren of both sexes aged between 9 and 11 years enrolled in a municipal school of Belo Horizonte. The status of the children's home environment resources was assessed using the inventory of the Home Environment Resources and their reading performance was measured through the Evaluation Tests of Reading Processes. Results: We found statistical significance in the relationship between the availability of material resources (ludic and linguistic) and social activities and the reading of words. Parental practices were positively correlated to the reading of infrequent words. Only the rubric "routines" was not significantly associated with the students' reading performance. Conclusion: It was observed a proportional association between the resources of the family environment and the reading and writing performance of the schoolchildren. These results demonstrate the need for actions to be developed with the families to assist them in coping with the adverse conditions and optimizing the home resources to enhance the children's development.

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Ordenação temporal simples e localização sonora: associação com fatores ambientais e desenvolvimento de linguagem

Cited by 6 publications

References 22 publications

Neuropsychomotor development and auditory skills in preschool children

Neuropsychomotor development and auditory skills in preschool children

Influência da musicalização infantil nas habilidades auditivas de pré-escolares

Associação entre o desempenho em leitura de palavras e a disponibilidade de recursos no ambiente familiar

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