Elaboración y validación de una prueba de bisílabos dicóticos en español / Development and validation of a dichotic disyllabic test in Spanish

El propósito de esta investigación es elaborar y obtener indicadores psicométricos para una prueba de bisílabos dicóticos (PBD), de fácil y rápida aplicación, que evalúe el procesamiento auditivo. Esta prueba fue elaborada en la unidad de Audiología de la Escuela de Fonoaudiología de la Universidad de Talca. Se evaluaron 49 sujetos normoyentes. Veintiún sujetos fueron reevaluados para determinar el coeficiente de estabilidad. La PBD mostró un alto valor de consistencia interna (alfa de Cronbach de .86) y una alta confiabilidad test-retest (r = .89; p < .01). Al mismo tiempo se determinó a través de la validez de constructo que la prueba mide la habilidad de escucha dicótica. Los puntajes obtenidos fueron mayores en los sets de 4 estímulos que en los de 6 estímulos. Además se obtuvieron valores mayores en el reconocimiento de palabras por el oído derecho que por el oído izquierdo. Los resultados demuestran la validez del instrumento y su factibilidad de aplicación en población adulta (AU)

The purpose of this study is to develop and obtain the psychometric indicators for a dichotic disyllabic test (DDT) in order to assess auditory processing. This test was developed in the unit of Audiology, School of Audiology at the University of Talca. The study included 49 normal hearing subjects, 21 of whom were re-assessed to determine the reliability coefficient. The DDT showed high test-retest reliability (r = .89; P < .01) and a significant internal consistency value (Cronbach's alpha .86). At the same time, using the construct validity, it was determined that the DDT can be used to measure the ability of dichotic listening. Higher scores were obtained in four stimuli sets than in six stimuli sets. Higher values were obtained in word recognition for the right ear than in the left ear. All these findings suggest that the DDT is valid, and can be applied to obtain normal data for an adult population (AU)

Eficacia de las intervenciones para el tratamiento de la dislexia: una revisión / Effectiveness of interventions for the treatment of dyslexia: a review

En este informe se revisa la investigación que respalda distintas intervenciones para el tratamiento de la dislexia, concretamente los trabajos de síntesis, en especial síntesis de las mejores evidencias, revisiones sistemáticas o metaanálisis publicados sobre cada tipo de intervención. En los casos en que no se ha publicado ningún trabajo de síntesis o estos trabajos son antiguos, se hace una revisión de la investigación primaria. Los trabajos localizados indican que los métodos fonológicos de intervención en la dislexia, es decir, aquellos en los que se combina el entrenamiento en habilidades fonológicas con el conocimiento de las letras y la práctica de la lectura, están ampliamente respaldados por la investigación. En cambio, la investigación sobre otros sistemas es sumamente escasa, ofrece resultados contradictorios o indica que se trata de sistemas ineficaces. Las intervenciones que están en estas situaciones son: la integración auditiva, el entrenamiento auditivo con soporte informático, la terapia visual, las lentes tintadas, el entrenamiento perceptivo-motor, las técnicas quiroprácticas, la integración sensorial, el método Davis, el neurofeedback, la musicoterapia y la educación musical o las dietas y suplementos alimenticios. A partir de esta revisión se realizan las siguientes recomendaciones: promocionar las intervenciones de tipo fonológico para el tratamiento de la dislexia, no utilizar o recomendar intervenciones que no estén respaldadas por la investigación científica, que los métodos de intervención que no hayan probado su eficacia no reciban el nombre de «terapia» o «tratamiento», y la creación y difusión de una guía sobre intervención en dislexia basada en evidencias científicas (AU)

In this report the research that supports various interventions for the treatment of dyslexia is revised, specifically the works of synthesis, especially synthesis of best evidence, systematic reviews or meta-analyses published about each type of intervention. A review of primary research is made in cases in which no synthesis work has been published or where these works are old. Localised works indicate that the phonological methods of intervention in dyslexia, i.e. those in which training in phonological skills is combined with knowledge of letters and the practice of reading, are widely supported by research. However, research on other methods is either extremely scarce or it offers conflicting results or it leads to the conclusion that they are inefficient methods. Interventions in this situation are: the auditory integration, the auditory training with computer support, visual therapy, the tinted lenses, motor-perceptual training, chiropractic techniques, sensory integration, the Davis method, neurofeedback, music therapy and music education or diets and dietary supplements. Promotion of phonological interventions is recommended; it is necessary to avoid recommendations of intervention methods for dyslexia which are not supported by scientific research; methods of intervention that have not proven their effectiveness may not be presented as therapies or treatments; and the creation and distribution of a guide on intervention in dyslexia based on scientific evidence is recommended (AU)

Influence of the educational status on the Dichotic Sentence Identification test in Brazilian Portuguese.

PURPOSE: To compare the performance of the Dichotic Sentence Identification (DSI) test in the Brazilian Portuguese version, considering: the right and left ears and the educational status in normal-hearing individuals. METHODS: This investigation assessed 200 individuals who are normal listeners and right-handed and were divided into seven groups according to the years of schooling. All the participants underwent basic audiologic evaluation and behavioral auditory processing assessment (sound localization test, memory test for verbal and nonverbal sounds in sequence, dichotic digits test, and DSI). RESULTS: The evaluated individuals revealed an average educational status of 13.1 years and results within normal limits in the selected tests for the audiologic and auditory processing assessments. Regarding the DSI test, the educational status showed a dependent relationship with the percentages of correct answers in each stage of the test and the evaluated ear. There was a statistically significant positive correlation between the educational status and the percentage of correct answers for all the stages of the DSI test in both the ears. There was also an effect of the educational level on the results obtained in each condition of the DSI test, with the exception of directed attention to the right ear. CONCLUSIONS: Comparing the performance considering the variables studied in the DSI test, we concluded that there is an advantage of the right ear and that, the better the educational level, the better the performance of the individuals.

Influência do grau de escolaridade no teste de Identificação de Sentenças Dicóticas em Português Brasileiro / Influence of the educational status on the Dichotic Sentence Identification test in Brazilian Portuguese

RESUMO Objetivo: Comparar o desempenho, na versão em português brasileiro, do teste de identificação de sentenças dicóticas (DSI) entre: as orelhas direita e esquerda e escolaridade em indivíduos audiologicamente normais. Métodos: Foram avaliados 200 indivíduos normouvintes, destros, separados em sete grupos de acordo com os anos de escolaridade.Todos os sujeitos foram submetidos à audiológica básica e comportamental do processamento auditivo (teste de localização sonora, teste de memória para sons verbais e não verbais em sequência, testedicótico de dígitos e DSI). Resultados: Os sujeitos avaliados apresentaram média de escolaridade de 13,1 anos e resultados adequados nos testes selecionados para a avaliação audiológica e do processamento auditivo. Em relação ao teste DSI, a escolaridade teve relação de dependência com as porcentagens de acertos em cada etapa do teste e com a orelha avaliada. Houve correlação positiva estatisticamente significante entre a escolaridade e a porcentagem de acertos para todas as etapas do teste DSI em ambas as orelhas. Também houve efeito do grau de escolaridade nos resultados obtidos em cada etapa do teste DSI, com exceção da etapa de escuta direcionada à direita. Conclusões: Na comparação do desempenho considerando as variáveis estudadas no teste DSI, concluiu-se que: há vantagem da orelha direita e quanto maior o nível educacional, melhor o desempenho dos indivíduos.

ABSTRACT Purpose: To compare the performance of the Dichotic Sentence Identification (DSI) test in the Brazilian Portuguese version, considering: the right and left ears and the educational status in normal-hearing individuals. Methods: This investigation assessed 200 individuals who are normal listeners and right-handed and were divided into seven groups according to the years of schooling. All the participants underwent basic audiologic evaluation and behavioral auditory processing assessment (sound localization test, memory test for verbal and nonverbal sounds in sequence, dichotic digits test, and DSI). Results: The evaluated individuals revealed an average educational status of 13.1 years and results within normal limits in the selected tests for the audiologic and auditory processing assessments. Regarding the DSI test, the educational status showed a dependent relationship with the percentages of correct answers in each stage of the test and the evaluated ear. There was a statistically significant positive correlation between the educational status and the percentage of correct answers for all the stages of the DSI test in both the ears. There was also an effect of the educational level on the results obtained in each condition of the DSI test, with the exception of directed attention to the right ear. Conclusions: Comparing the performance considering the variables studied in the DSI test, we concluded that there is an advantage of the right ear and that, the better the educational level, the better the performance of the individuals.

Test de escucha dicótica para niños hispanohablantes: validación de unas nuevas series de pares de palabras y de sílabas en castellano / Dichotic listening in Spanish-speaking children: validation of a set of dichotic lists of Spanish words and syllables

Introducción. El test de escucha dicótica verbal (TED) estima la dominancia hemisférica cerebral para el lenguaje. Objetivo. Validar ocho nuevas series dicóticas para niños castellanohablantes. Sujetos y métodos. Hay un grupo de referencia estratificado, con 40 niños diestros de 3,5 a 7,5 años, de ambos sexos, normohablantes del castellano, y un grupo clínico de 12 niños con parálisis cerebral hemiparética derecha, inteligenciamedia e índice superior a -2z en una prueba de repetición de frases. Cada serie dicótica opone 20 pares de palabras, números o sílabas, o trenes de dos o tres números o sílabas, con proporción equilibrada de consonantes sonoras y sordas,duración y acento. Con el número de respuestas, bajo atención libre, desde los oídos derecho e izquierdo, se calcula elíndice de lateralización (IL) hemisférica. Se contrastan las series más adecuadas con arreglo a la edad. Resultados. Con un rango de 0 a 200, los IL ≥ 112 indican dominancia hemisférica izquierda, mientras que los IL ≤ 88 señalan dominancia del hemisferio derecho. En cada niño del grupo de referencia, se constata dominancia hemisférica izquierda para el lenguaje, sin influencia de la edad ni del sexo. En cambio, 10 de 12 (83%) sujetos del grupo clínicopresentan dominancia hemisférica derecha. Esta doble disociación muestra la validez de nuestras series en una primeraestimación de la dominancia cerebral para el lenguaje.Conclusiones. Las series de pares dicóticos en castellano aquí presentadas son válidas para estimar la dominancia hemisféricapara el lenguaje en niños, utilizando el TED bajo atención libre (AU)

Introduction. Dichotic listening test can estimate hemispheric dominance for language. Aim. To study the usefulness of a new set of dichotic pairs of Spanish stimuli in middle childhood. Subjects and methods. The stratified control group comprised 40 healthy, right-handed children, aged 3.5- 7.5 years, of both sexes, with average ability at speaking Spanish. The clinical sample comprised 12 children with right spastic hemiparetic cerebral palsy, average general intelligence and sentence repetition index over -2z. Each listening series is composedof 20 age-appropriate dichotic pairs: one syllable, word, or number; or trains of two or three syllables or numbers. Voiceonset time, duration and stress of stimuli were balanced. Hemispheric dominance index (HDI) for language was calculated using a formula with the scores of stimuli from right or left ears. Statistical analysis evaluated the age-related accuracyand discriminant power of each HDI.Results. In the non-forced attention paradigm, the range of HDI is 0-200. Values of HDI ≥ 112 indicate left hemisphere dominance for language, whereas values of HDI ≤ 88 indicate right hemisphere dominance. All 40 typical subjects showed left HDI for language, without influence of age and sex. In contrast, ten out of twelve (83%) right hemiparetic childrenhad right HDI. Conclusions. The results show that this new set of dichotic pairs is useful in the initial assessment of cerebral dominancefor language and valid for use in Spanish speaking children aged 3.5 years or more (AU)

Validación de un nuevo test para medir habilidades tonales y verbales en la escucha dicótica / Validation of a new test for measuring of tonal and verbal skills on dichotic listening

No disponible

No disponible

Novas perspectivas na avaliação neuropsicológica em pacientes com epilepsia refratária / News perspectives in epilepsy cirurgy neuropsychological evaluation

Passados mais de 50 anos, desde que Brenda Milner começou a avaliar pacientes com epilepsia refratária, os testes utilizados nos centros de cirurgia de epilepsia são praticamente os mesmos. Pouco progresso ocorreu em relação ao surgimento de novas técnicas e métodos mais sensíveis e específicos para este fim. Parece que alcançamos o máximo com as técnicas padrões que possuímos o que nos leva a concluir, que sem a inclusão de novas metodologias, a possibilidade de diagnósticos mais específicos e fidedignos, não será mais possível. Novos paradigmas precisam ser desenvolvidos, assim como técnicas que permitam o mapeamento de funções cognitivas, como a Ressonância Magnética funcional. Neste artigo, discutimos a investigação neuropsicológica de pacientes com epilepsia refratária e questionamos alguns aspectos da avaliação da linguagem e memória, bem como sua utilidade para predizer a extensão dos déficits de memória que poderão ocorrer após a cirurgia. Além disso, fazemos referência as novas perspectivas de investigação neste contexto.

More than fifth years have passed since Brenda Milner has started the epilepsy surgery neuropsychological evaluation and tests in use nowadays are mostly the same, i.e., there was little if any progress in terms of the development of new and more sensitive or specific methods. We may have reached the maximum of diagnostic differentiation with standard neuropsychological tests, and without inclusion of experimental test condition, more elaborate diagnostics will not be possible. We have examined several issues relevant to the utility of the current evaluation and also, some alternatives to help making surgery more safe in relation to the cognitive functions. We discuss also, the development of new paradigms to activate cortical functions, like functional Magnetic Resonance. In this article, we discuss neuropsychological investigation of patients epilepsy surgery and whether the approach of memory and language evaluation used is useful in predicting the extent of memory deficits following epilepsy surgery. Moreover, we make reference the new perspectives of investigation in this context.

[New interactive verbal dichotic listening test]. / Nuevo test interactivo de escucha dicótica digital verbal.

INTRODUCTION AND OBJECTIVE: From the multimedia technology and of the digital recording of the voice, we have redesigned the verbal dichotic listening test. The recognition of 15 monosyllabic word pairs offered though some earphones is presented in an interactive program. METHODS: Using the mouse button, the subject decides the moment in which each stimuli coupe will take place. Likewise, the screen displays 10 words, among which you have to recognize the words supplied by the earphones. Finally, the program results in complete right answers and right answers cross or referred to the opposite ear. RESULTS: Applied the test to a sample of 92 subjects, apparently normal, with a middle and high cultural level, from among 19 and 60 years (44 females and 48 males), the test resulted in a predominance of rights answers in the right ear (p < 0.0064). Separated the sample in in left-handed and right-handed men (67 right handed and 25 left-handed), it hasn't been found meaningful differences among their averages. Separated the sample by sex, the differences among the slightly meaningful averages (p < 0.04, according to the Student's t test). CONCLUSIONS: The test is offered as a resource appropriate for laterality studies, and for differential disorder study of gnosias and praxias of the dyslexias of aphasias, hearing aids, multiple sclerosis, and aptitudes studies.

[Applied psychoacoustics in space flight]. / Angewandte Psychoakustik im Weltraum.

Simulation free field hearing by head phones by means of digital filter technics was used to investigate directional hearing and audiocinetic vection in microgravity. Our data showed basic informations for the understanding of the reciprocal influence of vestibular and auditory inputs for dynamic orientation. The technical equipment of free field hearing simulation by headphones and the performed experiments are described in detail. Furthermore the new established technology is discussed in terms of the value in psychoacoustic research as well as in clinical practice.

Presentation level determination for CV tokens using a computer-controlled adaptive procedure.

The feasibility of using a computer-controlled adaptive procedure to find maximum monotic performance for consonant-vowel (CV) stimuli was evaluated and compared to the procedure typically used to determine a performance-intensity function in two experiments. In experiment I, the computer-controlled adaptive procedure and the typical manual procedure were evaluated on 26 normally hearing listeners. Results indicated that the shape of the performance-intensity functions was similar for both procedures with the computer-controlled adaptive procedure selecting a higher presentation level. The test-retest reliability for the computer-controlled adaptive procedure was good with a mean difference on retest of 1.2 dB. In experiment II, the same procedures were evaluated using 9 sensorineural hearing impaired subjects. Again similar configuration between functions was observed. The primary advantage of the computer-controlled adaptive procedure for both subject groups is efficiency in terms of time of administration and number of CV stimuli used.

Programs to produce high quality dichotic tapes for central auditory testing.

Dichotic stimulation, the simultaneous presentation of two different acoustic signals to the right and left ears, respectively, is used routinely in the clinical assessment of speech lateralization as well as in other central auditory testing procedures in the clinic and laboratory. At present, most researchers and clinicians depend on a few commercial sources for dichotic tapes, because there are a limited number of facilities which are able to produce such tapes. Moreover, some of the commercial tapes currently offered for sale contain important stimulus errors. In the present paper, we describe a general set of programs for the PDP 11 series of computers, which permits sequences of dichotic stimuli to be generated and output with a high degree of precision. These programs therefore allow researchers to generate any desired sequence of dichotic stimulation, for recording and taping, for use in their research. The programs operate in two stages to generate the required dichotic sequences. In the first stage, the constrained random ordering of the stimuli is generated as specified by the user. In the second stage, after the preliminary stimulus preparation has been completed (for example, using a waveform editing package; cf., D.G. Jamieson and D. A. Naugler, Comput. Biomed. Res., 1985, 18, 480), an audio tape is generated with stimuli presented dichotically, with timing and sequencing precisely as specified.