Garcia Vera Lúcia, Pereira Liliane Desgualdo, Fukuda Yotaka
Speech Therapy Department of the Bauru Dentistry College, Sao Paulo University.
Braz J Otorhinolaryngol. 2007 May-Jun;73(3):404-11. doi: 10.1016/s1808-8694(15)30086-0.
Selective attention is essential for learning how to write and read.
The objective of this study was to examine the process of selective auditory attention in children with learning disabilities.
Group I included forty subjects aged between 9 years and six months and 10 years and eleven months, who had a low risk of altered hearing, language and learning development. Group II included 20 subjects aged between 9 years and five months and 11 years and ten months, who presented learning disabilities. A prospective study was done using the Pediatric Speech Intelligibility Test (PSI).
Right ear PSI with an ipsilateral competing message at speech/noise ratios of 0 and -10 was sufficient to differentiate Group I and Group II. Special attention should be given to the performance of Group II on the first tested ear, which may substantiate important signs of improvements in performance and rehabilitation.
The PSI - MCI of the right ear at speech/noise ratios of 0 and -10 was appropriate to differentiate Groups I and II. There was an association with the group that presented learning disabilities: this group showed problems in selective attention.
选择性注意对于学习书写和阅读至关重要。
本研究的目的是检查学习障碍儿童的选择性听觉注意过程。
第一组包括40名年龄在9岁6个月至10岁11个月之间的受试者，他们听力、语言和学习发育改变的风险较低。第二组包括20名年龄在9岁5个月至11岁10个月之间的受试者，他们存在学习障碍。使用儿童言语清晰度测试（PSI）进行了一项前瞻性研究。
在言语/噪声比为0和-10时，右耳PSI与同侧竞争信息足以区分第一组和第二组。应特别关注第二组在首次测试耳上的表现，这可能证实表现改善和康复的重要迹象。
言语/噪声比为0和-10时右耳的PSI-MCI适合区分第一组和第二组。与存在学习障碍的组存在关联：该组在选择性注意方面存在问题。
