Download PDF
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
› Author Affiliations
› Further Information
Also available at
   Permissions and Reprints

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/)

Thieme Revinter Publicações Ltda.
Rua do Matoso 170, Rio de Janeiro, RJ, CEP 20270-135, Brazil

 

  • References

  • 1 Horst A, Kruszielski L. Bilinguismo infantil e suas implicações cognitivas. Pediatr. mod. 2013; 49 (10) 452-456
    Google Scholar
  • 2 Kroll JF, Chiarello C. Language experience and the brain: Variability, neuroplasticity, and bilingualism. Lang Cogn Neurosci 2015; 31 (03) 345-348
    CrossrefGoogle Scholar
  • 3 Mueller V, Brehmer Y, von Oertzen T, Li SC, Lindenberger U. Electrophysiological correlates of selective attention: a lifespan comparison. BMC Neurosci 2008; 9: 18
    CrossrefPubMedGoogle Scholar
  • 4 Rajagopalan K. O inglês como língua internacional na prática docente. In: Lima DC. ed. Ensino e Aprendizagem de Língua Inglesa. Conversas com especialistas. São Paulo: Parábola; 2009: 39-46
    Google Scholar
  • 5 Bigochinski E, Eckstein MPW. A importância do trabalho com a consciência fonológica para a aprendizagem da leitura e da escrita. Revista Eletrônica do Curso de Pedagogia das Faculdades OPET; 2016: 44-67
    Google Scholar
  • 6 Barac R, Moreno S, Bialystok E. Behavioral and electrophysiological differences in executive control between monolingual and bilingual children. Child Dev 2016; 87 (04) 1277-1290
    CrossrefPubMedGoogle Scholar
  • 7 Putkinen V, Tervaniemi M, Saarikivi K, de Vent N, Huotilainen M. Investigating the effects of musical training on functional brain development with a novel Melodic MMN paradigm. Neurobiol Learn Mem 2014; 110: 8-15
    CrossrefPubMedGoogle Scholar
  • 8 Gresele ADP, Garcia MV, Torre EMO, Santos SN, Costa MJ. Bilinguismo e habilidades de processamento auditivo: desempenho de adultos em tarefas dicóticas. CoDAS 2013; 25 (06) 506-512
    CrossrefPubMedGoogle Scholar
  • 9 Oppitz SJ, Bruno RS, Didoné DD, Garcia MV. Temporal resolution and cortical potential in different levels of English proficiency. Rev. CEFAC 2017; 19 (01) 27-40
    Google Scholar
  • 10 Burkhard LF, Rechia IC, Grokoski KC, Ribas LP, Machado MS. Processamento auditivo central e desnutrição infantil: revisão sistemática. RCS 2018; 8 (02) 19-25
    Google Scholar
  • 11 Wiemes GRM, Kozlowski L, Mocellin M, Hamerschmidt R, Schuch LH. Cognitive evoked potentials and central auditory processing in children with reading and writing disorders. Rev Bras Otorrinolaringol (Engl Ed) 2012; 78 (03) 91-97
    CrossrefPubMedGoogle Scholar
  • 12 Mcpherson DL. Late potentials of the auditory system. 3rd ed. San Diego: Singular Publishing Group; 1996
    Google Scholar
  • 13 Richards J, Rodgers T. Approaches and methods in language teaching. 2 nd Ed. Cambridge: Cambridge University Press; 1993
    Google Scholar
  • 14 Northern J, Downs M. Hearing in children. 3rd ed. Baltimore: Williams & Wilkins; 1983
    Google Scholar
  • 15 Jerger J. Clinical experience with impedance audiometry. Arch Otolaryngol 1970; 92 (04) 311-324
    CrossrefPubMedGoogle Scholar
  • 16 Gelfand SA. The contralateral acoustic reflex threshold. In: Silman S. ed. The acoustic reflex: basic principles and clinical applications. Orlando: Academic Press; 1984: 137-186
    CrossrefGoogle Scholar
  • 17 Jerger S, Jerger J. Alterações auditivas: um manual para avaliação clínica. São Paulo: Atheneu; 1989
    Google Scholar
  • 18 Zillioto KN, Kalil DM, Almeida CIR. SSI em português. In: Pereira LD, Schochat E. ed. Processamento auditivo central: Manual de avaliação. São Paulo: Lovise; 1997: 113-128
    Google Scholar
  • 19 Nunes CL, Pereira LD, Carvalho GS. Scale of Auditory Behaviors and auditory behavior tests for auditory processing assessment in Portuguese children. CoDAS 2013; 25 (03) 209-215
    CrossrefPubMedGoogle Scholar
  • 20 Bruno RS, Oppitz SJ, Garcia MV, Biaggio EPV. Long latency auditory evoked potential: differences in count form of rare stimulus. Rev. CEFAC 2016; 18 (01) 14-26
    Google Scholar
  • 21 Mazon CM, Oppenheimer-Fleury F, Baldisseri ATH, Avila CRB. Efeito do bilinguismo no resgate automático das palavras nos anos iniciais do ensino fundamental. Audiol., Commun. Res. 2018; 23: e1849
    CrossrefGoogle Scholar
  • 22 Rinker T, Shafer VL, Kiefer M, Vidal N, Yu YH. T-complex measures in bilingual Spanish-English and Turkish-German children and monolingual peers. PLoS One 2017; 12 (03) e0171992
    CrossrefPubMedGoogle Scholar
  • 23 Moreno S, Lee Y, Janus M, Bialystok E. Short-term second language and music training induces lasting functional brain changes in early childhood. Child Dev 2015; 86 (02) 394-406
    CrossrefPubMedGoogle Scholar
  • 24 Jost LB, Eberhard-Moscicka AK, Pleisch G. et al. Native and non-native speech sound processing and the neural mismatch responses: A longitudinal study on classroom-based foreign language learning. Neuropsychologia 2015; 72: 94-104
    CrossrefPubMedGoogle Scholar
  • 25 Stein M, Dierks T, Brandeis D, Wirth M, Strik W, Koenig T. Plasticity in the adult language system: a longitudinal electrophysiological study on second language learning. Neuroimage 2006; 33 (02) 774-783
    CrossrefPubMedGoogle Scholar
  • 26 Bovo R, Lovo E, Astolfi L. et al. Speech perception in noise by young sequential bilingual children. Acta Otorhinolaryngol Ital 2018; 38 (06) 536-543
    CrossrefPubMedGoogle Scholar