Andrade Adriana Neves de, Rocha Jessica Gonçalves Marques da, Iório Maria Cecilia Martinelli, Gil Daniela
Centro Universitário, Faculdades Metropolitanas Unidas - São Paulo (SP), Brasil.
Departamento de Fonoaudiologia, Universidade Federal de São Paulo - UNIFESP - São Paulo (SP), Brasil.
Codas. 2018 Oct 8;30(5):e20170286. doi: 10.1590/2317-1782/20182017286.
To evaluate the influence of variables age, educational status and sex in the occurrence of pauses after the standard time in the dichotic sentence identification test.
This investigation included 200 right-handed subjects divided into four groups according to age: group I - from 13 to 19 years old, group II - from 20 to 29 years old, group III - from 30 to 39 years old and group IV - from 40 to 49 years old. Each group contained 50 subjects (25 men and 25 women) matched by educational level. The following eligibility criteria was adopted: Brazilian Portuguese mother language, listeners, and fluent readers independent of the educational level. It was applied the dichotic sentence identification test in the steps of binaural integration, directed listening, and it was noted the need for pauses in the test after the standard time. The descriptive and inferential statistics were performed.
For the binaural integration stages there was a positive association between age and pause occurrence. The educational variable presented a negative association with the occurrence of pauses in all stages of the DSI test. The gender variable showed no association with the occurrence of pause in any of the test steps.
With increasing age, there is an increase in the incidence of pauses in the binaural integration stages of the test. The more years of study the less chance that the individual will need breaks to perform the test at all stages of presentation. The variable gender did not influence the occurrence of pauses.
评估年龄、教育程度和性别变量对双耳分听句子识别测试中标准时间后停顿发生情况的影响。
本研究纳入200名右利手受试者，根据年龄分为四组：第一组——13至19岁，第二组——20至29岁，第三组——30至39岁，第四组——40至49岁。每组包含50名受试者（25名男性和25名女性），且教育水平匹配。采用以下纳入标准：以巴西葡萄牙语为母语、听力正常且阅读流利，不受教育水平限制。在双耳整合、定向听力步骤中应用双耳分听句子识别测试，并记录标准时间后测试中停顿的必要性。进行描述性和推断性统计分析。
在双耳整合阶段，年龄与停顿发生之间存在正相关。教育变量在双耳分听句子识别测试的所有阶段与停顿发生呈负相关。性别变量在任何测试步骤中与停顿发生均无关联。
随着年龄增长，测试双耳整合阶段停顿的发生率增加。受教育年限越多，个体在测试所有呈现阶段需要停顿来完成测试的可能性越小。性别变量不影响停顿的发生。
