Short latency evoked potentials and intra-individual variability in children.

Persistent Link:
http://hdl.handle.net/10150/184623
Title:
Short latency evoked potentials and intra-individual variability in children.
Author:
Lord-Maes, Janiece Marie.
Issue Date:
1988
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Individual differences in learning with a focus on neuropsychologic anomalies underlying learning strategies has been receiving attention in recent years. As a result, interest has increased in quantifying and analyzing cognitive behavior more directly. One of the tools that measures brain activity directly is the evoked potential (EP). This study investigated the EP recorded from the brainstem region, often referred to as brainstem auditory evoked response (BAER). The importance of BAERs in detecting pathology in the brainstem has been well documented. BAERs have also been advocated as an important tool in the electrophysiological assessment of children's brainstem function relative to learning disorders. BAER latencies were recorded, therefore, from a small group of average children and studied in relation to the BAER stability overtime. Intra-individual differences were compared to between-subject differences. So little BAER research has been performed with children that more studies are needed just to clarify normal variability of BAER parameters. The present investigation studied intra-individual differences in the stability of BAER latencies over time in young subjects with normal hearing, for comparing with and contrasting to previous results from a study using an adult sample. BAER latencies were recorded for left, right, and binaural ear presentations. A coefficient of stability (CS) was calculated for each peak, for each ear over time. ANOVA results showed significance for peak and peak by ear interaction. Several BAER parameters were examined within-subjects that may not be revealed in studies between-subjects. Profiles for intra-aural differences over time showed individual differences in the stability of the BAER. Although there appeared to be a trend toward inter-ear differences the differences did not reach significance. The profiles indicated considerable intra-aural pattern replicability, and a trend toward increase in stability over time. The results supported a need for future research on laterality studies, more age specific normative data and correlational studies in relation to individual cognitive differences.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Cognition in children.; Evoked potentials (Electrophysiology); Auditory evoked response.; Learning -- Physiological aspects.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Educational Psychology; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Mishra, Shitala P.; Lauter, Judy

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleShort latency evoked potentials and intra-individual variability in children.en_US
dc.creatorLord-Maes, Janiece Marie.en_US
dc.contributor.authorLord-Maes, Janiece Marie.en_US
dc.date.issued1988en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractIndividual differences in learning with a focus on neuropsychologic anomalies underlying learning strategies has been receiving attention in recent years. As a result, interest has increased in quantifying and analyzing cognitive behavior more directly. One of the tools that measures brain activity directly is the evoked potential (EP). This study investigated the EP recorded from the brainstem region, often referred to as brainstem auditory evoked response (BAER). The importance of BAERs in detecting pathology in the brainstem has been well documented. BAERs have also been advocated as an important tool in the electrophysiological assessment of children's brainstem function relative to learning disorders. BAER latencies were recorded, therefore, from a small group of average children and studied in relation to the BAER stability overtime. Intra-individual differences were compared to between-subject differences. So little BAER research has been performed with children that more studies are needed just to clarify normal variability of BAER parameters. The present investigation studied intra-individual differences in the stability of BAER latencies over time in young subjects with normal hearing, for comparing with and contrasting to previous results from a study using an adult sample. BAER latencies were recorded for left, right, and binaural ear presentations. A coefficient of stability (CS) was calculated for each peak, for each ear over time. ANOVA results showed significance for peak and peak by ear interaction. Several BAER parameters were examined within-subjects that may not be revealed in studies between-subjects. Profiles for intra-aural differences over time showed individual differences in the stability of the BAER. Although there appeared to be a trend toward inter-ear differences the differences did not reach significance. The profiles indicated considerable intra-aural pattern replicability, and a trend toward increase in stability over time. The results supported a need for future research on laterality studies, more age specific normative data and correlational studies in relation to individual cognitive differences.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectCognition in children.en_US
dc.subjectEvoked potentials (Electrophysiology)en_US
dc.subjectAuditory evoked response.en_US
dc.subjectLearning -- Physiological aspects.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMishra, Shitala P.en_US
dc.contributor.advisorLauter, Judyen_US
dc.contributor.committeememberWetzel, Maryen_US
dc.contributor.committeememberKaszniak, Alfreden_US
dc.contributor.committeememberObrzut, Jacken_US
dc.identifier.proquest8907967en_US
dc.identifier.oclc701925894en_US
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