ABSTRACT
Abstract Objective: Tinnitus can result from auditory system reorganization due to neural activity dysfunctions. Auditory stimulation can cause temporary or persistent tinnitus alleviation by altering the neural generators. The present study investigated the changes in Late-Latency Auditory Evoked Potentials (LLAEPs) after tinnitus suppression using auditory stimulation with short-term Residual Inhibition (RI) and long-term Tinnitus Masker (TM). Methods: The study included 40 participates with equal numbers in the Tinnitus Group (TG), including the chronic tinnitus subjects, and the Control Group (CG), including matched volunteers. The participants had normal hearing in conventional audiometry. All the participants underwent LLAEP recording pre-intervention and after a one-minute auditory stimulation (RI), as well as a pre-intervention Dichotic Digit Test (DDT) as a behavioral assessment of the selective attention. Moreover, TG underwent a 3-month course of TM, a third LLAEP recording post-TM, a second DDT post-TM, and the Tinnitus Handicap Inventory (THI) before and after the TM. Results: In the baseline LLAEP recording, the TG had significantly later N1, P3a, and P3b latencies, as well as significantly lower P3a and P3b amplitudes. The second LLAEP recording showed a significant intragroup increase in P3a amplitude and a significant decrease in P3a latency in the TG, while no significant intragroup difference was observed in the CG. In the third LLAEP recording performed on TG, the P3a amplitude and latency had significant changes compared to the second recording, while the N1 latency was significantly decreased. Moreover, the DDT and THI scores had significant improvement after the TM in TG. Conclusions: The present study showed the neurophysiological changes after short-term (RI) and long-term (TM) auditory stimulations in tinnitus subjects. The LLAEP changes suggest that these interventions lead to tinnitus suppression through common mechanisms. The electrophysiological observation was also confirmed using behavioral assessments. Level of evidence: This study type is a "comparative study" with the level of evidence "3".
ABSTRACT
Background: Functions such as organizing, decision making, working memory, motor control, perception of time, prediction of future, internal language, problem solving are entitle as the most important executive functions. In daily life time reproduction deficits may result in situations that require a timing component, such as waiting, planning, and organizing reflected by impulsive behavior
Purpose: Previous research indicated that cognitive enhancement might improve executive functions. So, through two experiments we investigated the effectiveness of time perception training
Method: In experiment 1, intervention was performed on eight normal children. Time reproduction task was used for assessing the changes in participants' time processing precision, and a computer-based game for time perception training as the intervention purpose. Participants performed the time reproduction task in the following phases; [a] pre-intervention phase [baseline], [b] during the intervention sessions, [c] in the post-intervention sessions and [d] in the one-month follow up sessions. In experiment 2, the same task and the same game were utilized, but data gathered from two groups in an experiment using an independent groups design: 1-experimental group [7 girls and 7 boys, mean age=6.6], 2- control group [7 girls and 7 boys, mean age=6.4]. Participants were tested twice as pre-test and post-test
Results: Experiment 1 revealed that although some improvements in time performance was observed in some subjects, the effectiveness of game was unclear. Findings of experimental 2 indicated that the game had a significant effect on short [but not long] interval time perception
Conclusion: Based on results of two experiments it can concluded that time perception training [via game] might enhance temporal processing precision, especially short interval times. However, more research is needed for conclusion
ABSTRACT
The aim of this study was to standard and assign validity and reliability of the Trauma Symptom Checklist for Children - TSCC-A. Normative data for the TSCC-A were based on 3.042 students participating in a prevalence child abuse study in 19 different loca-tions of Tehran and 140 participants who had been referred to the run away children cen-ters in Tehran. After the TSCC was validat ed on run away and abused children, it was made available to researchers doing larger studies on normative group. Reliability analysis of the TSCC-A scales in the normative sample demonstrated high internal consistency. The evidence for its validations (convergent, discriminate and construct validity) showed that they were significantly acceptable. This paper presents data demonstrating the psychometric reliability and validity of the TSCC-A scales in Iranian student population. We suggest to include the TSCC-A in a battery of relevant standardized tests
O objetivo deste estudo foi normatizar e estudar a confiabilidade e validade da Escala de Sintomas de Trauma para Crianças - Trauma Symptom Checklist for Children(TSCC-A). Os dados normativos para a TSCC-A foram baseados em 3.042 estudantes que participaram de um estudo sobre prevalência de abuso infantil que abrangeu 19 cidades diferentes de Teerã e 140 participantes que haviam fugido de instituições para crianças de Teerã. Depois que o TSCC foi validado em crianças que sofreram abuso e que fugiram, ele foi disponibiliza - do aos pesquisadores que fazem estudos maiores com grupo normativo. A análise de confiabilidade da escala TSCC-A na amostra normatizada mostrou uma alta consistência interna. As evidências para essa validação (convergência, discriminação e validade de construto) mostraram que foram aceitas significativamente. Este artigo apresenta dados demonstrando a con - fiabilidade e a validade psicom étrica da escala TSCC-A na população de estudantes iranianos. Sugere-se incluir a escala TSCC-A na categoria de bateria de testes normatizados.
El objetivo de este estudio fué normatizar y estudiar la confiabilidad y validad de la Escala de Síntomas de Trauma para Niños - Trauma Symptom Checklist for Children(TSCCA). Los datos normativos para la TSCC-A fueron basados en 3.042 estudiantes que participaron en un estudio sobre prevalencia de abuso infantil que abarcó 19 ciudades diferentes de Teheran y 140 participantes que habían huído de instituições para crianças de Teheran. Después que la TSCC fué validada en niños que sufrieron abuso y que huyeron, el mismo fué disponibilizado a los investigadores que hacen estudios mayores con grupo normativo. El análisis de confiabilidad de la escala TSCC-A en la muestra normatizada mostró una alta consistencia interna. Las evidencias para esta validación (convergencia, discriminación y validad de construc - to) mostraron que fueron aceptas significativamente. Este artículo presenta datos demostrando la confiabilidad y validad psicométrica de la escala TSCC-A en la población de estudiantes iranianos. Se sugiere incluir la escala TSCC-A en la categoría de batería de tests normatizados.