Banai Karen, Abrams Daniel, Kraus Nina
Auditory Neuroscience Laboratory, Northwestern University, Evanston, IL 60208, USA.
Int J Audiol. 2007 Sep;46(9):524-32. doi: 10.1080/14992020701383035.
Speech-evoked auditory brainstem responses (speech-ABR) provide a reliable marker of learning disability in a substantial subgroup of individuals with language-based learning problems (LDs). Here we review work describing the properties of the speech-ABR in typically developing children and in children with LD. We also review studies on the relationships between speech-ABR and the commonly used click-ABR, and between speech-ABR and auditory processing at the level of the cortex. In a critical examination of previously published data, we conclude that as many as 40% of LDs have abnormal speech-ABRs and that these individuals are also likely to exhibit abnormal cortical processing. Yet, the profile of learning problems these individuals exhibit is unspecific. Leaving open the question of causality, these data suggest that speech-ABR can be used to identify a large sub-population of LDs, those with abnormal auditory physiological function. Further studies are required to determine the functional relationships among abnormal speech-ABR, speech perception, and the pattern of literacy-related and cognitive deficits in LD.
言语诱发听觉脑干反应（言语ABR）为大量存在基于语言学习问题（LD）的个体亚组中的学习障碍提供了一个可靠指标。在此，我们回顾了描述言语ABR在正常发育儿童和LD儿童中的特性的研究。我们还回顾了关于言语ABR与常用的短声ABR之间的关系，以及言语ABR与皮质水平听觉加工之间关系的研究。在对先前发表的数据进行批判性审视时，我们得出结论，多达40%的LD患者存在异常言语ABR，并且这些个体也可能表现出异常的皮质加工。然而，这些个体所表现出的学习问题特征并不具有特异性。在因果关系问题悬而未决的情况下，这些数据表明言语ABR可用于识别大量LD患者亚群，即那些听觉生理功能异常的患者。需要进一步研究以确定异常言语ABR、言语感知以及LD中与读写能力相关和认知缺陷模式之间的功能关系。
