Altered pathways for auditory discrimination and recognition memory in preterm infants

Therien, Jill M.; Worwa, Cathy; Mattia, Frank R.; deRegnier, Raye Anne O.

doi:10.1017/s0012162204001434

Cited by 39 publications

(44 citation statements)

References 47 publications

(35 reference statements)

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“…Studies on communicative -linguistic development found that preterm children have problems in auditory discrimination in the first days of life, and at 4 and 5 years old (53,55,62), problems in grammar skills at 2, 3, 5 and 6 years old (47,50,55,57,59,61,64), problems in naming objects and words at 4 and 5 years old (55,62,63,64) and pre-reading skills at 6 years (64). Other studies found that these children have no problems in lexical production at 4 years old (62).…”

Section: Discussionmentioning

confidence: 99%

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Early Psychological Development of Very Preterm and/or Low Birth Weight Children: A Review of the Literature

2015

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Objective -The aim of this paper is to describe the psychological development in three areas (cognitive, communicative-linguistic and social-emotional domains) of very preterm children and/or low birth weight, aged from 0 to 6 years, to discover if problems exist and if these difficulties remain, decrease or increase over time, up to 6 years of age, through of review of studies done in this population. Materials and methods -Seven databases were searched. The search yielded 975 studies and those related to cognitive, communicative-linguistic and social-emotional development in children without physical problems, ranging in age from birth to 6 years, gestational age less than 32 weeks and/or birth-weight less than 2499 grams were analyzed. Most of the 47 studies analyzed were conducted after 2005, focused on children aged 3-5 years, and compared preterm and full-term infants. ResultsThe studies agree that preterm children differ in many developmental domains but there is no consensus on others. Several studies found a close association between the three different areas analyzed. Conclusion -Early intervention of preterm and/or low birth weight children is the most important way to prevent and/or reduce academic, communicative and social-emotional (anxiety/depression) problems, and improve long-term adaptation to the environment, self-regulation, communication skills, social competence and academic performance in general.

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Section: Discussionmentioning

confidence: 99%

“…Compared to full-term children, it has been found that in the first few days from birth, preterm children show atypical neural activity patterns during auditory discrimination activities and recognition of sounds, and also do not recognize their mother's voice (53).…”

Section: Communicative-linguistic Development Studiesmentioning

confidence: 99%

Early Psychological Development of Very Preterm and/or Low Birth Weight Children: A Review of the Literature

2015

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“…Significant delays have been found in auditory brainstem responses of preterm infants at a term-equivalent age, reflecting atypical brainstem maturation [4]. This is apparent even in preterm infants with normal brain ultrasound scans [5], which is believed to be attributable to exposure to the extrauterine environment [4].…”

Section: Introductionmentioning

confidence: 99%

Language Exposure of Preterm Infants in the Neonatal Unit: A Systematic Review

Best¹,

Bogossian²,

New³

2018

Neonatology

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Background: Elevated sound levels and low language exposures of preterm infants (< 37 weeks) cared for in the neonatal unit contribute to poorer growth, cognition, language and motor outcomes. These delays can have lasting effects on childhood development and continue throughout adult life. Whilst recommendations have been established for appropriate sound exposure levels in neonatal units, very little is known about the optimal level of language exposure. Objectives: To examine the evidence regarding language exposure, both measured (observational) and prescribed (interventional), in preterm infants (< 37 weeks) cared for in neonatal units and to identify optimal exposure levels to promote neurodevelopment. Search Methods: An electronic search of English-language articles with an open date range was conducted in the PubMed, MEDLINE, Joanna Briggs, CINAHL and Cochrane databases and in Google Scholar. The criteria were limited to original research studies of preterm infants (< 37 weeks) in which language was either measured as it naturally occurred in the neonatal unit environment or through a language intervention. Results: The search produced a total of 2,367 articles, 49 of which were related to language. A full-text review of these articles identified 10 eligible studies and 6 studies from reference searches. Conclusions: Preterm infants experience low levels of language exposure and high sound exposures in neonatal units. There is a lack of conclusive evidence to recommend an optimal level of language exposure to support improved neurodevelopmental outcomes in preterm infants. Further research from large, good-quality clinical trials is required before clear direction can be provided to inform clinical practice.

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“…Some studies indicate differences in cortical potentials between term and preterm newborns (26,27) . Such fact was not observed in this study, since the maturation of the auditory pathway was similar in both groups, which can be justified due to the fact that the development depends on the stimulation received by the child, the environment in which he/she is inserted and possible complications along his/her development (12,13,14,15) .…”

Section: Discussionmentioning

confidence: 99%

Audição e linguagem em crianças nascidas a termo e pré-termo

Costa

Quinto

Didoné

et al. 2016

Audiol., Commun. Res.

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Purpose: To examine the maturation of the auditory pathway of children who were born at term and preterm, during 2 years and 6 months. Moreover, we tried to compare this maturation to the development of language skills of these children. Methods: It is a longitudinal and comparative study, which presents a clinical outcome related to the observation and analysis of auditory electrophysiological responses at the first month of life and 2 years and at 6 months old. The sample consisted of eight children, of both genders, being five born at term and three at preterm. Cortical Auditory Evoked Potential and the language evaluation were carried out through the Behavioral Observation Protocol. Results: Both term and premature babies passed through a period of maturation of the auditory pathway. In the correlation of gestation and maturation of the auditory pathway, we observed that the higher gestational age, the higher was the maturation of P1 wave. There was no correlation between language evaluation results and the maturation of the auditory pathway. Conclusion: Based on the results of this study, we concluded that there was maturation of the auditory pathway in the two-year period in both groups. A correlation between gestational age and maturation of P1 was observed, which shows that the higher is the gestational age, the greater is the maturity of this component. Regarding the language skills, no correlation with the maturation of this sample was noticed.Keywords: Hearing; Evoked potentials, Auditory; Infant, Premature; Child language; Gestational age RESUMO Objetivo: Analisar a maturação da via auditiva de crianças nascidas a termo e pré-termo, ao longo de dois anos e seis meses e comparar a maturação auditiva com o desenvolvimento das habilidades linguísticas dessas crianças. Métodos: O estudo teve como desfecho clínico a observação e análise das respostas eletrofisiológicas auditivas de crianças, durante o primeiro mês de vida e aos 2 anos e 6 meses de idade. A amostra constituiu-se de oito crianças, de ambos os gêneros, sendo cinco nascidas a termo e três nascidas pré-termo. Realizou-se o Potencial Evocado Auditivo Cortical e a avaliação de linguagem, por meio do Protocolo de Observação Comportamental. Resultados: Tanto os bebês nascidos a termo como os prematuros passaram por um período de maturação da via auditiva. Na correlação da idade gestacional e maturação da via auditiva, observou-se que, quanto maior a idade gestacional, maior a maturação da onda P1. Não houve correlação entre os resultados da avaliação de linguagem e a maturação da via auditiva. Conclusão: Houve maturação da via auditiva no período de dois anos e seis meses, em ambos os grupos estudados. Observou-se correlação entre Idade Gestacional e a maturação de P1, demonstrando que, quanto maior a Idade Gestacional, maior a maturação deste componente. Quanto às habilidades de linguagem, não houve correlação com a maturação da via auditiva.Descritores: Audição; Potenciais evocados auditivos; Prematuro; Linguagem infantil; Idade gestacio...

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Altered pathways for auditory discrimination and recognition memory in preterm infants

Cited by 39 publications

References 47 publications

Early Psychological Development of Very Preterm and/or Low Birth Weight Children: A Review of the Literature

Early Psychological Development of Very Preterm and/or Low Birth Weight Children: A Review of the Literature

Language Exposure of Preterm Infants in the Neonatal Unit: A Systematic Review

Audição e linguagem em crianças nascidas a termo e pré-termo

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