Auditory evoked potential: a proposal for further evaluation in children with learning disabilities

dc.contributorUniversidade Estadual Paulista (Unesp)
dc.date.accessioned2015-10-21T13:08:40Z
dc.date.available2015-10-21T13:08:40Z
dc.date.created2015-10-21T13:08:40Z
dc.date.issued2015-06-10
dc.identifierFrontiers In Psychology. Lausanne: Frontiers Research Foundation, v. 6, p. 1-5, 2015.
dc.identifier1664-1078
dc.identifierhttp://hdl.handle.net/11449/128279
dc.identifier10.3389/fpsyg.2015.00788
dc.identifierWOS:000356793400002
dc.identifierWOS000356793400002.pdf
dc.description.abstractThe information presented in this paper demonstrates the author's experience in previews cross-sectional studies conducted in Brazil, in comparison with the current literature. Over the last 10 years, auditory evoked potential (AEP) has been used in children with learning disabilities. This method is critical to analyze the quality of the processing in time and indicates the specific neural demands and circuits of the sensorial and cognitive process in this clinical population. Some studies with children with dyslexia and learning disabilities were shown here to illustrate the use of AEP in this population.
dc.languageeng
dc.publisherFrontiers Research Foundation
dc.relationFrontiers In Psychology
dc.relation2.089
dc.relation1,043
dc.rightsAcesso aberto
dc.sourceWeb of Science
dc.subjectAuditory evoked potential
dc.subjectLearning disabilities
dc.subjectP300 event-related potential
dc.subjectMiddle latency response
dc.subjectDyslexia
dc.titleAuditory evoked potential: a proposal for further evaluation in children with learning disabilities
dc.typeArtículos de revistas


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