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Event-related potentials in young children
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|dc.contributor.author||Todorovich, Rod D.|
|dc.description||Thesis (Ph. D.)--University of Hawaii at Manoa, 1994.|
|dc.description||Includes bibliographical references (leaves 107-114)|
|dc.description||114 leaves, bound ill. 29 cm|
|dc.description.abstract||Auditory event-related potentials (ERPs) were examined in 48 subjects between 3-, 4-, and 5-years-old (n = 16, 18, and 14, respectively). The study attempted to: (a) document the ontogeny of the N1-P2-N2-P3 complex; (b) establish a profile of auditory ERPs and apply a uniform measurement system; (c) delineate the trajectory of auditory ERPs in the Ignore condition; (d) examine the developmental "status" of the nontask P3; and (e) compare the nontask P3 with the oft-reported, task-related P3b. A nontask "oddball" paradigm was used (based on p = .3 for 2 kHz Rare and p = .7 for 500 Hz Common tones). Active sites included Fz, Cz, Pz and one EOG lead. No more than 20 Rare tones were averaged per subject. Key findings showed that application of peak-to-peak ERP minima of 40 ms and 4 μV effectively measured N1-P2-N2-P3 in all subjects and age groups. The delineation of N1-P2-N2-P3 was most consistent in response to the 70% Common tone. All 12 Common regression slopes (for each ERP by SITE) were significant, compared to only 1 of 12 Rare slopes, p ≤ .05. The slope for the Common/P3 at Pz was 33 ms/yr (versus 10 ms/yr for the Rare/P3). Habituation may contribute to the steeper negative slope for Common (versus Rare) ERPs. In conclusion, the Ignore condition effectively delineated emerging patterns of ERP stability and change in early childhood.|
|dc.relation||Theses for the degree of Doctor of Philosophy (University of Hawaii at Manoa). Psychology; no. 3025|
|dc.rights||All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.|
|dc.title||Event-related potentials in young children|
|Appears in Collections:||
Ph.D. - Psychology|
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