Event-Related Potentials Reflect Deficits in Lexical Access: The N200 in Prematurely Born School-Aged Children

• Published in: Folia phoniatrica et logopaedica Vol. 68; no. 4; pp. 189 - 198
• Main Authors: Korpilahti, Pirjo, Valkama, Marita, Jansson-Verkasalo, Eira
• Format: Journal Article
• Language: English
• Published: Basel, Switzerland 01.01.2016
• Subjects: Attention; Auditory Perception; Case-Control Studies; Child; Comprehension; Electroencephalography; Evoked Potentials, Auditory; Female; Humans; Male; Original Paper; Phonation; Premature Birth; Speech-language pathology; Language; Acoustic analysis; Preterm
• ISSN: 1021-7762; 1421-9972
• DOI: 10.1159/000450886

Objectives: Children born preterm have a high prevalence of neurocognitive deficits early in life. We examined whether the neural correlates of lexical access are atypical in 9-year-old children born preterm, and whether the findings of acoustic mapping correlate with language- and attention-related skills. Patients and Methods: The subjects were fourteen 9-year-old children born preterm and 14 full-term, typically developing controls. Two auditory event-related potential (ERP) components, the N200 and the N400, were used to assess discrimination response and word recognition. A set of behavioral tests (naming ability, auditory attention, phonological processing, pseudoword repetition, and comprehension of instructions) was performed, and the results were compared with the amplitudes, latencies, and scalp distribution of the ERP results. Results: In prematurely born children, neurophysiological deficits were associated with difficulties in auditory discrimination. The N200 amplitude correlated significantly with auditory attention and pseudoword repetition. The scalp distribution of both the N200 and the N400 was broader in children born preterm than in the controls. Low scores in the neuropsychological tasks referred to difficulties in auditory processing and memory. Conclusions: Children born preterm have difficulties in lexical access together with memory- and attention-related processes, which may have a longstanding impact on their school outcomes and academic skills.