Correlation between brainstem and cortical auditory processes in normal and language-impaired children
Correlation between brainstem and cortical auditory processes in normal and language-impaired children
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DOI：
10.1093/brain/awh367
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发表时间：
2005-02-01
期刊：
影响因子：
14.5
通讯作者：
Kraus, N
中科院分区：
文献类型：
--
作者：
Wible, B;Nicol, T;Kraus, N
在语言学习障碍儿童中，脑干和皮层听觉加工之间的功能关系被证明是异常的。使用听觉诱发电位研究脑干和皮层对语音/da/的反应。研究了听觉脑干反应的V-V-n波复合体的持续时间，以及噪音对重复刺激的皮层反应之间相关性的影响。LP组儿童（n = 11）在脑干和皮质加工的个体测量中均表现出语音编码异常；长波V-V-n持续时间和皮层相关性对噪声退化的明显敏感性都被解释为反映了反应产生机制的同步性减弱。此外，LP组作为一个整体未能证明脑干和皮层测量之间的关系，而这在所有正常儿童中被证明是相当强的（NL, n = 9）。然而，大约四分之三的LP儿童似乎表现出脑干和皮层处理之间的正常关系，这表明他们与NL儿童有着共同的功能联系。大多数低语言障碍儿童的脑干和皮层听觉处理之间的这种相对正常的关系，以及少部分低语言障碍儿童所反映的这种关系的例外，可能描述了基于听觉语言的学习问题的不同亚类。这表明将这些措施用作诊断工具的潜力。
A functional relationship between brainstem and cortical auditory processing was shown to be abnormal in children with language-based learning problems (LP). Auditory evoked potentials were used to investigate brainstem and cortical responses to the speech sound /da/. The duration of the wave V-V-n complex of the auditory brainstem response was studied, as was the effect of noise on correlations between cortical responses to repeated stimuli. The group of LP children (n = 11) demonstrated abnormal encoding of speech sounds on both individual measures of brainstem and cortical processing; prolonged wave V-V-n duration and pronounced susceptibility of cortical correlations to degradation by noise were both interpreted as reflecting diminished synchrony of response generator mechanisms. Furthermore, the LP group as a whole failed to demonstrate a relationship between brainstem and cortical measures that was demonstrated to be quite strong across all normal children (NL, n = 9). However, a subset of roughly three-quarters of the LP children appeared to demonstrate the normal relationship between brainstem and cortical processing, suggesting that they share a common functional connection with NL children. This relatively normal relationship between brainstem and cortical auditory processing in most LP children, as well as the exceptions to this relationship reflected by a smaller portion of LP children, may delineate different subclasses of auditory-language-based learning problems. This suggests the potential for use of these measures as diagnostic tools.