LUCIANA DE OLIVEIRA PAGAN NEVES
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- Generalization of Sensory Auditory Learning to Top-Down Skills in a Randomized Controlled Trial(2015) MURPHY, Cristina B.; PERES, Andressa K.; ZACHI, Elaine C.; VENTURA, Dora F.; PAGAN-NEVES, Luciana; WERTZNER, Haydee F.; SCHOCHAT, ElianeBackground: Research has shown that auditory training improves auditory sensory skills; however, it is unclear whether this improvement is transferred to top-down skills, such as memory, attention, and language, and whether it depends on group characteristics in regard to memory and attention skills. Purpose: The primary goal of this research was to investigate the generalization of learning from auditory sensory skills to top-down skills such as memory, attention, and language. We also aimed to compare whether this generalization process occurs in the same way among typically developing children and children with speech sound disorder. Research Design: This study was a randomized controlled trial. Study Sample: Typically developing 7- to 12-yr-old children and children with speech sound disorder were separated into four groups: a trained control group (TDT; n = 10, age 9.6 +/- 2.0 yr), a nontrained control group (TDNT; n = 11, age 8.2 +/- 1.6 yr), a trained study group (SSDT; n = 10, age 7.7 +/- 1.2 yr), and a nontrained study group (SSDNT; n = 8, age 8.6 +/- 1.2 yr). Intervention: Both trained groups underwent a computerized, nonverbal auditory training that focused on frequency discrimination, ordering, and backward-masking tasks. The training consisted of twelve 45 min sessions, once a week, for a total of 9 hr of training, approximately. Data Collection and Analysis: Near-transfer (Gap-In-Noise [GIN] and Frequency Pattern Test) and far-transfer measures (auditory and visual sustained attention tests, phonological working memory and language tests) were applied before and after training. The results were analyzed using a 2 x 2 x 2 mixed-model analysis of variance with the group and training as the between-group variables and the period as the within-group variable. The significance threshold was p 0.05. Results: There was a group x period x training interaction for GIN [F-(1.35) = 7.18, p = 0.011], indicating a significant threshold reduction only for the TDT group (Tukey multiple comparisons). There was a significant group x period interaction [F-(1.35) = 5.52, p = 0.025] and a training x period interaction for visual reaction time [F-(1.35) = 4.20, p = 0.048], indicating improvement in the SSDT group and worsening in both nontrained groups. There was also a significant group x training x period interaction [F-(1.35) = 4.27, p = 0.0461 for the auditory false alarms, with a significant improvement after training only for the SSDT group. Analysis of variance also revealed that all groups exhibited approximately the same level of gains for all measures, except for GIN [F-(3,F-38) = 4.261, p = 0.011] and visual response time [F(3,38) = 4.069, p = 0.014]. Conclusions: After training, the TDT group demonstrated a significant improvement for GIN and the SSDT exhibited the same for sustained attention, indicating learning generalization from an auditory sensory training to a top-down skill. For the other measures, all groups exhibited approximately the same level of gains, indicating the presence of a test-retest effect. Our findings also show that the memory span was not related to the learning generalization process given that the SSDT exhibited a more pronounced gain in attention skills after the sensory training.
- Acoustic voice and spectrographic measures in children with the phonological process of devoicing(2022) SIMOES-ZENARI, Marcia; BATISTA, Giovana Kaila Santos; PAGAN-NEVES, Luciana De Oliveira; NEMR, Katia; WERTZNER, Haydee FiszbeinIntroduction: Children with speech sound disorders (SSDs) who present the devoicing of plosive and/or fricative sounds may have difficulties with glottal respiratory control. Objective: To analyze acoustic vocal measures, spectrographic aspects and the risk of dysphonia among children with devoicing SDDs and compare the results with those of other groups of children. Methods: Twenty-five boys aged between six and 12 years participated. They were divided into four groups: the SSD-devoicing (PPDG), dysphonia (DG), SSDs other than devoicing (PPOG) and control groups (CG). The vocal tasks were recorded, and perceptual-auditory and acoustic voice analyses were performed. The children's parents answered questions about voice-related aspects (to determine a dysphonia risk score). All data were compared among the groups. Results: Due to the sample size, an effect size analysis was considered, and the results showed possible differences between the PPDG and the other groups in measures of fundamental frequency (FO), jitter, shimmer, harmonicto-noise ratio, maximum frequency of harmonic definition and dysphonia risk score. Conclusions: The PPDG showed a high FO and abnormal jitter and shimmer values. Although the voices of the children in this group had more harmonics than noise, the maximum frequency for defining the harmonics was very restricted. The PPDG had the lowest dysphonia risk score among all of the groups. Variations in F0, jitter and shimmer may indicate difficulties with controlling vocal adjustments, which appear to be hyperfunctional and not to impact vocal projection or voicing.