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CC BY-NC-ND 4.0 · Int Arch Otorhinolaryngol 2021; 25(02): e284-e288
DOI: 10.1055/s-0040-1710304
Original Research

The Effect of Learning English on P300 in Children

Pâmela Mariel Marques 
1   Speech Therapy, Universidade Federal de Santa Maria (UFSM), Santa Maria, RS, Brazil
,
Ângela Leusin Mattiazzi 
2   Post-graduate Program in Human Communication Disorders, Universidade Federal de Santa Maria (UFSM), Santa Maria, RS, Brazil
,
Laís Ferreira 
2   Post-graduate Program in Human Communication Disorders, Universidade Federal de Santa Maria (UFSM), Santa Maria, RS, Brazil
,
Sheila Jacques Oppitz 
2   Post-graduate Program in Human Communication Disorders, Universidade Federal de Santa Maria (UFSM), Santa Maria, RS, Brazil
,
Eliara Pinto Vieira Biaggio 
2   Post-graduate Program in Human Communication Disorders, Universidade Federal de Santa Maria (UFSM), Santa Maria, RS, Brazil
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Abstract

Introduction Learning a second language is an essential task in today's world, and is experienced by many children. The cognitive auditory-evoked potential (P300) is related to cognitive activity, attention and concentration, enabling the investigation of the effect of a second language on the central auditory pathway.

Objective To analyze the effects of learning English on P300 latency and amplitude in children and to correlate them with age, time of exposure to English, and time in class.

Method An observational, descriptive, cross-sectional and quantitative study, in which 33 children, aged between 5 and 9 years and 11 months, of both genders participated, 14 of them in the process of learning English (study group) and 19 without this experience (control group). All subjects had their P300 evaluated using the Intelligent Hearing Systems (IHS, Miami, FL, US) Smart EP equipment. A total of 300 binaural stimuli were used in 75 dBnHL, as well as 240 frequent and 60 rare stimuli, using the pairs /ba/ and /di/ respectively.

Results There was a statistically significant difference regarding P300 latency between the groups, and children exposed to English classes had lower latency in this component. No statistical difference was found between P300 amplitudes. No correlation was observed regarding age, time of exposure to English, time in class, and electrophysiological responses.

Conclusion The Children exposed to English classes had the most stimulating auditory pathway, because their P300 had lower latency, being a resource for the speech therapy clinic.

Keywords

children - event-related potentials - P300 - child development - electrophysiology - multilingualism


Publication History

Received: 10 November 2019

Accepted: 07 March 2020

Article published online:
30 June 2020

© 2020. Fundação Otorrinolaringologia. This is an open access article published by Thieme under the terms of the Creative Commons Attribution-NonDerivative-NonCommercial License, permitting copying and reproduction so long as the original work is given appropriate credit. Contents may not be used for commecial purposes, or adapted, remixed, transformed or built upon. (https://creativecommons.org/licenses/by-nc-nd/4.0/)

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