Auditory neurophysiologic responses and discrimination deficits in children with learning problems

Science

Volumn 273, Issue 5277, 1996, Pages 971-973

  Kraus, Nina ^a   McGee, Therese J ^a   Carrell, Thomas D ^b   Zecker, Steven G ^a   Nicol, Trent G ^a   Koch, Dawn B ^a  

^a NORTHWESTERN UNIVERSITY   (United States)

^b UNIVERSITY OF NEBRASKA LINCOLN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; ATTENTION DEFICIT DISORDER; AUDITORY NERVOUS SYSTEM; CHILD; CONTROLLED STUDY; DIFFERENTIAL DIAGNOSIS; ELECTROPHYSIOLOGY; HUMAN; LEARNING DISORDER; MAJOR CLINICAL STUDY; PERCEPTIVE DISCRIMINATION; PRIORITY JOURNAL; SPEECH; SPEECH PERCEPTION;

EID: 0029831985     PISSN: 00368075     EISSN: None     Source Type: Journal    
DOI: 10.1126/science.273.5277.971     Document Type: Article

References (53)

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44. The JNDs of the 40 best-performing normal children were used to define an optimal performance standard for each continuum. These 40 participants were distributed evenly across the age range, and no age effects were apparent. JNDs were converted to standard scores, termed JND' scores, on the basis of the mean and SD of these 40 best performers.
45. 1= 1, as described by D. M. Green and J. A. Swets, Signal Detection Theory and Psychophysics (Krieger, New York, 1974)].
46. The procedures used to measure and analyze the cortical responses were similar to those that have been described (11). Speech stimuli were presented to the right ear at 75 dB sound pressure level (SPL) through insert earphones. An oddball paradigm was used in which a deviant stimulus was presented randomly in a series of standard stimuli. Participants watched a videotape of their choice with the freefield soundtrack level less than 45 dB SPL.
47. The difference in /da/-/ga/ perception between the "good" and "poor" perceivers was significant (t = 6.82, P < 0.001). There was no significant difference in the scores for /ba/-/wa/ between these two groups (t = 0.65, P = 0.517, not significant), thereby indicating that all children could perform the JND task.
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53. This work was supported by NIH-National Institute on Deafness and other Communicative Disorders (grant DC 01510) and the Foundation for Hearing and Speech Research. We thank A. Cameron, J. Cunningham, J. Hoeppner, K. Tremblay, and B. Trommer for their contributions.