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dc.contributor.authorDiniz Junior, Jose [UNIFESP]
dc.contributor.authorMangabeira-Albernaz, Pedro Luiz [UNIFESP]
dc.contributor.authorMunhoz, MSL
dc.contributor.authorFukuda, Y.
dc.date.accessioned2016-01-24T12:30:19Z
dc.date.available2016-01-24T12:30:19Z
dc.date.issued1997-03-01
dc.identifierhttp://dx.doi.org/10.3109/00016489709117772
dc.identifier.citationActa Oto-laryngologica. Oslo: Scandinavian University Press, v. 117, n. 2, p. 211-213, 1997.
dc.identifier.issn0001-6489
dc.identifier.urihttp://repositorio.unifesp.br/handle/11600/25702
dc.description.abstractA group of 16 children, aged from 8 to 14 years, with learning disabilities, were studied by means of a series of conventional and sensitized audiological tests, including recording of the late cognitive electrical responses (P-300). They had no otolaryngological or neurological complaints but expressive language disorders (difficulties in speaking and/or writing), receptive language disorders (difficulties in reading and text comprehension), and lack of concentration and/or restlessness. Their audiograms, speech discrimination and immitance tests were normal. the P-300 responses, as compared with those found in 20 normal controls within the same age group, occurred at significantly longer latency periods.en
dc.format.extent211-213
dc.language.isoeng
dc.publisherScandinavian University Press
dc.relation.ispartofActa Oto-laryngologica
dc.rightsAcesso restrito
dc.subjectevoked potentialsen
dc.subjectauditory screeningen
dc.subjectcognitive electrical responsesen
dc.subjectlearningen
dc.titleCognitive potentials in children with learning disabilitiesen
dc.typeArtigo
dc.contributor.institutionUniversidade Federal de São Paulo (UNIFESP)
dc.description.affiliationUniversidade Federal de São Paulo,ESCOLA PAULISTA MED,São Paulo,BRAZIL
dc.description.affiliationUnifespUniversidade Federal de São Paulo,ESCOLA PAULISTA MED,São Paulo,BRAZIL
dc.identifier.doi10.3109/00016489709117772
dc.description.sourceWeb of Science
dc.identifier.wosWOS:A1997WN85600020


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