CRISTINA FERRAZ BORGES MURPHY
Projetos de Pesquisa
Unidades Organizacionais
LIM/34 - Laboratório de Ciências da Reabilitação, Hospital das Clínicas, Faculdade de Medicina
17 resultados
Resultados de Busca
Agora exibindo 1 - 10 de 17
- Children with speech sound disorder: comparing a non-linguistic auditory approach with a phonological intervention approach to improve phonological skills(2015) MURPHY, Cristina F. B.; PAGAN-NEVES, Luciana O.; WERTZNER, Haydee F.; SCHOCHAT, ElianeThis study aim ed to compare the effects of a non-linguistic auditory intervention approach with a phonological intervention approach on the phonological skills of children with speech sound disorder (SSD). A total of 17 children, aged 7-12 years, with SSD were randomly allocated to either the non-linguistic auditory temporal intervention group (n = 10, average age 77 +/- 1.2) or phonological intervention group (n = 7, average age 8.6 +/- 1.2). The intervention outcomes included auditory-sensory measures (auditory temporal processing skills) and cognitive measures (attention, short-term memory, speech production, and phonological awareness skills). The auditory approach focused on non-linguistic auditory training (e.g., backward masking and frequency discrimination), whereas the phonological approach focused on speech sound training (e.g., phonological organization and awareness). Both interventions consisted of 12 45-min sessions delivered twice per week, for a total of 9 h. Intra-group analysis demonstrated that the auditory intervention group showed significant gains in both auditory and cognitive measures, whereas no significant gain was observed in the phonological intervention group. No significant improvement on phonological skills was observed in any of the groups. Inter-group analysis demonstrated significant differences between the improvement following training for both groups, with a more pronounced gain for the non-linguistic auditory temporal intervention in one of the visual attention measures and both auditory measures. Therefore, both analyses suggest that although the non-linguistic auditory intervention approach appeared to be the most effective intervention approach, it was not sufficient to promote the enhancement of phonological skills.
- Auditory processing in children and adolescents in situations of risk and vulnerability(2012) MURPHY, Cristina Ferraz Borges; PONTES, Fernanda; STIVANIN, Luciene; PICOLI, Erica; SCHOCHAT, ElianeCONTEXT AND OBJECTIVE: Children and adolescents who live in situations of social vulnerability present a series of health problems. Nonetheless, affirmations that sensory and cognitive abnormalities are present are a matter of controversy. The aim of this study was to investigate aspects to auditory processing, through applying the brainstem auditory evoked potential (BAEP) and behavioral auditory processing tests to children living on the streets, and comparison with a control group. DESIGN AND SETTING: Cross-sectional study in the Laboratory of Auditory Processing, School of Medicine, Universidade de Sao Paulo. METHODS: The auditory processing tests were applied to a group of 27 individuals, subdivided into 11 children (7 to 10 years old) and 16 adolescents (11 to 16 years old), of both sexes, in situations of social vulnerability, compared with an age-matched control group of 10 children and 11 adolescents without complaints. The BAEP test was also applied to investigate the integrity of the auditory pathway. RESULTS: For both children and adolescents, there were significant differences between the study and control groups in most of the tests applied, with significantly worse performance in the study group, except in the pediatric speech intelligibility test. Only one child had an abnormal result in the BAEP test. CONCLUSIONS: The results showed that the study group (children and adolescents) presented poor performance in the behavioral auditory processing tests, despite their unaltered auditory brainstem pathways, as shown by their normal results in the BAEP test.
- Executive Function and Sensory Processing in Dichotic Listening of Young Adults with Listening Difficulties(2021) PASCOINELLI, Aline Tocchini; SCHOCHAT, Eliane; MURPHY, Cristina Ferraz BorgesPrevious studies have suggested that varying attention demands in dichotic listening (DL) tasks might be a clinically feasible method to distinguish 'bottom-up' from 'top-down' deficits in listening. This study aims to investigate DL processing in adults with listening difficulties (LD). We assessed the performance of a listening difficulties group (LDG) (n = 24, mean age = 24, backward digit span = 4.0) and a control group (CG) (n = 25, mean age = 29.2, backward digit span = 6.4) in DL tests involving non-forced and both right and left-forced attention. The results indicated an overall significantly worse performance of LDG compared to the CG, which was greater for forced-left condition. This same result was observed when controlling for working memory (WM) variance. Both groups presented an overall right ear advantage with no difference in terms of the magnitude of advantage. These results indicate that LD presented by the LDG might be due to a combination of sensory and cognitive deficits, with emphasis on the cognitive component. However, the WM, although impaired in the LDG group, was not the main factor in segregating both groups. The role of the additional cognitive processes such as inhibitory control in LD is discussed.
- Associacao entre habilidades top-down e testes de processamento auditivo(2013) MURPHY, Cristina Ferraz Borges; LA TORRE, Renata; SCHOCHAT, ElianeToday, we are questioning how top-down skills may interfere with performance on auditory processing tests. OBJECTIVE: To investigate the existence of a possible association between memory, attention and language skills in auditory processing tests in ""normal"" development children. METHOD: Twenty children (ages 7 to 9 years), without complaints related to verbal and/or written language skills; without overt neurological or psychological involvement or delayed psychomotor development. We employed Hearing and auditory Processing Assessment tests in addition to psychophysical tests (visual and auditory attention tests; memory tests for digits and syllables and phonological awareness tests). RESULTS: there was a ""very strong"" correlation between Frequency Pattern and Memory for Digits Tests; a ""strong"" correlations between SSW (LE) test and Memory for Syllables, and SSW (LE) test and phonemic tasks. CONCLUSION: the Frequency Pattern Test showed a strong correlation with the phonological working memory skill; just as the SSW had with language and memory skills for syllables. It is noteworthy the difficult to clinically interpret the results of each auditory processing test alone, since these may be dependent on skills not necessarily related to the auditory modality, such as memory and language.
- Efeitos do treinamento auditivo em idosos com Comprometimento Cognitivo Leve(2014) AVILA, Renata Rezende de Almeida; MURPHY, Cristina Ferraz Borges; SCHOCHAT, ElianeIntroduction: Studies have shown the presence of an Auditory Processing Disorder in individuals with mild cognitive impairment. Objective: To investigate the effect of an auditory training in individuals with mild cognitive impairment. Methods: Twenty-five individuals with mild cognitive impairment and ages between 69 and 91 participated in the study. They were divided into three groups: a study group (10 subjects) who underwent an auditory training; an alternative group (10 subjects) who underwent to visual training and a control group (5 subjects) who did not receive any intervention. Results: After training, only the study group demonstrated better performance regarding all auditory abilities, but worse performance regarding cognitive abilities. Conclusion: Auditory training was effective regarding auditory abilities but not for cognitive abilities.
- Processamento auditivo (central) em crianças com dislexia: avaliação comportamental e eletrofisiológica(2013) OLIVEIRA, Juliana Casseb; MURPHY, Cristina Ferraz Borges; SCHOCHAT, ElianePURPOSE: To compare the performances of children with dyslexia and a control group in behavioral tests of (Central) Auditory Processing and Long Latency Auditory Evoked Potentials (P300). METHODS: Participants were 22 individuals with dyslexia (study group) and 16 individuals with typical development (control group). All individuals underwent behavioral and electrophysiological assessment of (Central) Auditory Processing (Frequency Pattern Test, Dichotic Digit Test, Speech-in-Noise Test, and P300). RESULTS: Concerning the behavioral tests, there was difference between groups for the Frequency Pattern Test and for the left ear in the Dichotic Digit Test, with worse performance observed in the study group. Considering the P300, there was difference between groups regarding amplitude and latency absolute values, but this finding was not statistically significant. CONCLUSION: The findings suggest that individuals with dyslexia present temporal auditory processing and figure-ground alterations, which was evidenced by behavioral auditory processing tests. There was no difference between the performance of both groups for the P300 test.
- Influence of memory, attention, IQ and age on auditory temporal processing tests: preliminary study(2014) MURPHY, Cristina Ferraz Borges; ZACHI, Elaine Cristina; ROQUE, Daniela Tsubota; VENTURA, Dora Selma Fix; SCHOCHAT, ElianePURPOSE: To investigate the existence of correlations between the performance of children in auditory temporal tests (Frequency Pattern and Gaps in Noise - GIN) and IQ, attention, memory and age measurements. METHOD: Fifteen typically developing individuals between the ages of 7 to 12 years and normal hearing participated in the study. Auditory temporal processing tests (GIN and Frequency Pattern), as well as a Memory test (Digit Span), Attention tests (auditory and visual modality) and intelligence tests (RAVEN test of Progressive Matrices) were applied. RESULTS: Significant and positive correlation between the Frequency Pattern test and age variable were found, which was considered good (p<0.01, 75.6%). There were no significant correlations between the GIN test and the variables tested. CONCLUSIONS: Auditory temporal skills seem to be influenced by different factors: while the performance in temporal ordering skill seems to be influenced by maturational processes, the performance in temporal resolution was not influenced by any of the aspects investigated.
- Impact of Educational Level on Performance on Auditory Processing Tests(2016) MURPHY, Cristina F. B.; RABELO, CamilaM.; SILAGI, MarcelaL.; MANSURAND, Leticia L.; SCHOCHAT, ElianeResearch has demonstrated that a higher level of education is associated with better performance on cognitive tests among middle-aged and elderly people. However, the effects of education on auditory processing skills have not yet been evaluated. Previous demonstrations of sensory-cognitive interactions in the aging process indicate the potential importance of this topic. Therefore, the primary purpose of this study was to investigate the performance of middle-aged and elderly people with different levels of formal education on auditory processing tests. A total of 177 adults with no evidence of cognitive, psychological or neurological conditions took part in the research. The participants completed a series of auditory assessments, including dichotic digit, frequency pattern and speech-in-noise tests. A working memory test was also performed to investigate the extent to which auditory processing and cognitive performance were associated. The results demonstrated positive but weak correlations between years of schooling and performance on all of the tests applied. The factor ""years of schooling"" was also one of the best predictors of frequency pattern and speech-in-noise test performance. Additionally, performance on the working memory, frequency pattern and dichotic digit tests was also correlated, suggesting that the influence of educational level on auditory processing performance might be associated with the cognitive demand of the auditory processing tests rather than auditory sensory aspects itself. Longitudinal research is required to investigate the causal relationship between educational level and auditory processing skills.
- 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.
- Auditory Processing Performance of the Middle-Aged and Elderly: Auditory or Cognitive Decline?(2018) MURPHY, Cristina F. B.; RABELO, Camila M.; SILAGI, Marcela L.; MANSUR, Leticia L.; BAMIOU, Doris E.; SCHOCHAT, ElianeBackground: Despite the well-established relationship between aging and auditory processing decline, identifying the extent to which age effect is the main factor on auditory processing performance remains a great challenge due to the co-occurrence of age-related hearing loss and age-related cognitive decline as potential confounding factors. Purpose: To investigate the effects of age-related hearing loss and working memory on the clinical evaluation of auditory processing of middle-aged and elderly. Research Design: Cross-sectional study. Study Sample: A total of 77 adults between 50 and 70 yr of age were invited to participate in the study. Data Collection and Analysis: The participants were recruited from a larger study that focused on the assessment and management of sensory and cognitive skills in elderly participants. Only participants with normal hearing or mild-to-moderate age-related hearing loss, with no evidence of cognitive, psychological, or neurological conditions were included. Speech-in-noise, dichotic digit, and frequency pattern tests were conducted as well as a working memory test. The hearing loss effect was investigated using an audibility index, calculated from the audiometric threshold. The performance on the digit span test was used to investigate working memory effects. Both hearing loss and working memory effects were investigated via correlation and regression analyses, partialling out age effects. The significance level was set at p < 0.05. Results: The results demonstrated that, while hearing loss was associated to the speech-in-noise performance, working memory was associated to the frequency pattern and dichotic digit performances. Regression analyses confirmed the relative contribution of hearing loss to the variance in speech-in-noise and working memory test to the variance in frequency pattern and dichotic digit test performance. Conclusions: The performance decline of the elderly in auditory processing tests may be partially attributable to the working memory performance and, consequently, to the cognitive decline exhibited by this population. Mild-to-moderate hearing loss seems to affect performance on specific auditory processing tasks, such as speech in noise, reinforcing the idea that auditory processing disorder in the elderly might also be associated to auditory peripheral deficits.