Applicability of Mismatch Negativity in the child population: systematic literature review

Ferreira, Dulce Azevedo; Bueno, Claudine Devicari; Costa, Sady Selaimen da; Sleifer, Pricila

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Brasil

Audiology - Communication Research

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Sumário

Literature Review • Audiol., Commun. Res. 22 • 2017 • https://doi.org/10.1590/2317-6431-2016-1831 copy

Applicability of Mismatch Negativity in the child population: systematic literature review

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Introduction

Mismatch Negativity (MMN) is an electrophysiological potential that evaluates the brain’s capacity to discriminate sounds, regardless of attentional and behavioral capacity. Because it is an objective and user-friendly measure, it becomes promising in the study of auditory processing research in children.

Purpose

To verify the applicability of Mismatch Negativity (MMN) in children.

Research strategy

A search was conducted in August and September 2016 using the descriptors Evoked Potentials, Auditory AND Children, Event-related Potential AND Children and Electrophysiology AND Children in bibliographic collection of the electronic databases Portal BVS (Medline, IBECS and LILACS) and SciELO.

Selection criteria

The selection of articles was carried out in Portuguese, English and Spanish published up to September 2016 without initial date limitation and whose approach to Mismatch Negativity was with the child population.

Results

The search strategy resulted in the selection of 23 articles classified as original articles. The studies evidenced several applications of MMN in children, including autism spectrum disorder, auditory processing disorders, cleft lip and palate, prematurity, and language-specific disorder, being the majority of them in dyslexia.

Conclusion

Despite the great variability involved in the measures of MMN, there is a wide clinical applicability of this electrophysiological potential in the infant population.

Evoked potentials; Auditory; Electrophysiology; Hearing; Child; Review

Author (year)	Place of publication	Objective	Population	Sample	Age	Parameters of MMN
Romero et al. (2013)⁽¹⁹⁾	Brazil	To compare the findings of long-latency auditory evoked potential in children with and without ADHD.	Children with and without ADHD.	30 children 15 - TDAH 15 – without TDAH	8 to 12	Tone burst frequency and duration.
Soares et al. (2011)⁽¹²⁾	Brazil	To characterize the PAC and the PEALL in children with reading and writing disorders.	Children with reading and writing impairment.	12 children	8 to 12	Tone burst frequency.
Rocha-Muniz et al. (2015)⁽⁴⁾	Brazil	To investigate the discrimination of complex acoustic signals (speech) in the auditory system, through MMN, in children with specific language disorder (SLD), compared with auditory processing disorder (TPA) and typical developmental (TD).	Children with typical development, auditory processing disorders and specific language disorder.	75 children 25 - DEL 25 - TPA 25 - DT	6 and 12	Speech acoustic stimulus / ba / e / da /.
Zaric et al. (2014)⁽²⁰⁾	Netherlands	To test the MMN relationship with individual differences in reading fluency in children with and without dyslexia.	Children with typical development and children with dyslexia.	61 children 41 - dyslexia 20 - DT	9	Speech acoustic stimulus of the vowels / a / and / or /.
Haapala et al. (2014)⁽²¹⁾	Finland	To evaluate the association between repetitive otitis media and atypical cortical neural coding, as well as pre-attentional attention in 2-year-old children.	Children with recurrent otitis media and typical development.	39 children 20 - with otitis média 19 – DT	22 to 26 months old	Speech acoustic stimulus / ke / e / pi /.
Koravand et al. (2013)⁽²²⁾	Canada	To investigate the electrophysiological responses in children with hearing loss.	Children with normal hearing thresholds, children with hearing loss, and children with central auditory processing disorders.	40 children 16- norma hearing 12 - hearing loss 12 - PAC	9 to 12	Tone burst and speech / ba / e / acoustic stimulus.
Zuijen et al.(2013)⁽²³⁾	Netherland	To investigate the auditory processing of syllables / bak / e / dak / in children at risk of dyslexia and typical development.	Children at risk of dyslexia and with typical development.	38 children 26 - dyslexia risc 12 - DT	2 months old	Speech acoustic stimulus / bak / e / dak /.
Zhang et al. (2012)⁽²⁴⁾	China	To investigate the occurrence of categorical perception deficit in lexical mandarin tones in Chinese children with dyslexia.	Children with dyslexia and with typical development.	36 children 18 - dyslexia 18 - DT	average 10	Speech acoustic stimulus / pa / with frequency difference.
Noordenbos et al. (2012)⁽²⁵⁾	Netherland	To verify the speech sound discrimination, through the MMN, in children at risk for dyslexia.	Children at risk for dyslexia and typical development.	61 children 31 – with risc 30 -DT	6	Speech acoustic stimulus / ba / e / da /.
Chobert et al. (2012)⁽²⁶⁾	France	To examine the pre-attentional processing of syllables in children with and without dyslexia.	Children with and without dyslexia.	48 children 24 - dyslexia 24 – without dyslexia	9 to 11	Speech / ba / acoustic stimulus with varying duration.
Yang et al. (2011)⁽²⁷⁾	China	To explore information about the central auditory system in infants with cleft lip and / or palate, through analysis of auditory evoked potentials.	Children with cleft lip and / or palate and normal children.	68 children 34 – with fissure 34 - children without fissure	6 to 24 months old	Tone burst with frequency variation.
Huotilainen et al. (2011)⁽²⁸⁾	Finland	To verify the effectiveness of the Audilex dyslexia program in the cognition of underweight children.	Children of extreme low weight.	83 children	6	Tone burst with frequency variation.
Gomot et al. (2011)⁽²⁹⁾	France	To examine hearing screening in children with autism spectrum disorders. To analyze the event-related potentials in early-grade children.	Children with autism and children with typical development.	54 children 27 - autism 27 - DT	5 to 11	Tone burst with frequency variation.
Ojima et al. (2011)⁽³⁰⁾	France	To analyze auditory, non-linguistic processing in children with stuttering.	Two groups of normal children of different ages.	80 children 40 children in each group	6 to 11	Stimulating speech with words.
Kaganovich et al. (2010)⁽³¹⁾	USA	To verify association between absolute duration of similar vocal stimuli and processing difficulties in children with SLE.	Children with and without stuttering.	36 children 18 - stuttering 18 – without stuttering	4 e 5	Tone burst with frequency variation.
Datta et al. (2010)⁽³²⁾	USA	To Investigate the relationship between MMN and behavioral tasks and investigate the influence of dyslexia training programs.	Children with a specific language disorder and with typical language development. Children with dyslexia and normal children.	18 children 9 - DEL 9 - DT	8 to 10	Speech acoustic stimulus / i / and / and /.
Paul et al. (2006)⁽³³⁾	Germany	To evaluate the linguistic and social processing of pre-school children with autism spectrum disorder.	Children with autism and typical development.	79 children 58 - dyslexia 21 - normal	9	Acoustic stimulus / ba / e / da /. Acoustic stimulus / ba / e / wa /.
Kul et al. (2005)⁽³⁴⁾	USA	To verify the influence of depression on auditory memory and attention, through the potentials related to events.	Children with depression who have memory deficit and concentration and control group.	58 children 29 - autism 29 - DT	1 to 5	Stimulation / ka / e / ta /.
Lepstö et al. (2004)⁽³⁵⁾	Finland	To check the naming ability and auditory discrimination for speech sounds through the MMN.	Premature underweight children and control group children.	20 children 10 - depressive 10 – GC	10 to 12	Acoustic stimulus / taa / / ta / / kaa /.
Jansson-Verkasalo et al. (2003)⁽³⁶⁾	Finland	To investigate the characteristics of the electrophysiological responses of MMN in socially isolated children and sociable children.	Socially isolated children and control group.	24 children 12 - premature 12 - GC	4	Tone burst frequency.
Bar-Haim et al. (2003)⁽³⁷⁾	Israel	To study event-related potentials in children with cleft lip and palate.	Children with cleft lip and palate and healthy children.	45 children 23 - socially isolated 22 - GC	7 to 12	Tone burst frequency.
Ceponiene et al. (2002)⁽³⁸⁾	Finland	To compare the results of MMN in children with aphasia and children with typical language development,	Children with aphasia and control group.	110 children 78 - fissure 32 – healthy	8	Tone burst frequency.
Holopainen et al. (1997)⁽³⁹⁾	Finland	To compare the findings of long-latency auditory evoked potential in children with and without ADHD.	Children with and without ADHD.	24 children 10 - aphasia 14 - GC	3 to 7	Tone burst frequency and duration.

Applicability	Nº of studies	Authors and year
Dyslexia	4	Zaric et al. (2014)⁽²⁰⁾; Zhang et al. (2012)⁽²⁴⁾; Chobert et al (2012)⁽²⁶⁾; Paul et al. (2006)⁽³³⁾
Children at risk for developing dyslexia	3	Zuijen et al. (2013)⁽²³⁾; Noordenbos et al. (2012)⁽²⁵⁾; Huotilainen et al. (2011)⁽²⁸⁾
Specific language disorder (DEL)	2	Rocha-Muniz et al. (2015)⁽⁴⁾; Datta et al. (2010)⁽³²⁾
Auditory processing disorders	2	Rocha-Muniz et al. (2015)⁽⁴⁾; Koravand et al. (2013)⁽²²⁾;
Cleft lip and palate	2	Yang et al. (2012)⁽²⁷⁾; Ceponiene et al. (2002)⁽³⁸⁾
Low extreme weight and prematurity	2	Huotilainen et al. (2011)⁽²⁸⁾; Jansson-Verkasalo et al. (2003)⁽³⁶⁾
Autism Spectrum Disorder	2	Gomot et al. (2011)⁽²⁹⁾; Kuhl et al. (2005)⁽³⁴⁾
Attention deficit hyperactivity disorder (ADHD)	1	Romero et al. (2013)⁽¹⁹⁾
Reading and writing changes	1	Soares et al. (2011)⁽¹²⁾
Otitis media of repetition	1	Haapala et al. (2013)⁽²¹⁾
Sensorineural hearing loss	1	Koravand et al. (2013)⁽²²⁾
Stuttering	1	Kaganovich et al. (2010)⁽³¹⁾
Depression	1	Lepstö et al. (2004)⁽³⁵⁾
Social isolation	1	Bar-Haim et al. (2003)⁽³⁷⁾
Aphasia	1	Holopainen et al. (1997)⁽³⁹⁾
Children with typical normal development	1	Ojima et al. (2011)⁽³⁰⁾

	External validity (Max = 1)	Internal validity (Max = 8)	Interpretable results (Max = 2)	Total score (Max = 11)
Rocha-Muniz et al. (2015)⁽⁴⁾	1	2	2	5
Zaric et al. (2014)⁽²⁰⁾	1	2	2	5
Haapala et al. (2014)⁽²¹⁾	1	2	2	5
Romero et al. (2013)⁽¹⁹⁾	1	2	2	5
Koravand et al. (2013)⁽²²⁾	1	2	2	5
Zuijen et al.(2013)⁽²³⁾	1	2	2	5
Zhang et al. (2012)⁽²⁴⁾	1	2	2	5
Noordenbos et al. (2012)⁽²⁵⁾	1	2	2	5
Chobert et al. (2012)⁽²⁶⁾	1	3	2	6
Soares et al. (2011)⁽¹²⁾	1	1	1	3
Yang et al. (2011)⁽²⁷⁾	1	2	2	5
Huotilainen et al. (2011)⁽²⁸⁾	1	2	2	5
Gomot et al. (2011)⁽²⁹⁾	1	2	2	5
Ojima et al. (2011)⁽³⁰⁾	1	2	2	5
Kaganovich et al. (2010)⁽³¹⁾	1	2	2	5
Datta et al. (2010)⁽³²⁾	1	2	2	5
Paul et al. (2006)⁽³³⁾	1	2	2	5
Kuhl et al. (2005)⁽³⁴⁾	1	3	2	6
Lepstö et al. (2004)⁽³⁵⁾	1	2	2	5
Jansson-Verkasalo et al. (2003)⁽³⁶⁾	1	2	2	5
Bar-Haim et al. (2003)⁽³⁷⁾	1	2	2	5
Ceponiene et al. (2002)⁽³⁸⁾	1	2	2	5
Holopainen et al. (1997)⁽³⁹⁾	1	2	2	5

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[1] Corresponding author: Dulce Azevedo Ferreira. E-mail: dulceazevedof@gmail.com