Revista Brasileira de Otorrinolaringologia
versión impresa ISSN 0034-7299
UEMA, Sandra Fumi Hamasaki et al. Assessment of cognitive learning function in children with obstructive sleep breathing disorders. Rev. Bras. Otorrinolaringol. [online]. 2007, vol.73, n.3, pp. 315-320. ISSN 0034-7299. http://dx.doi.org/10.1590/S0034-72992007000300005.
Sleep obstructive breathing disorders are frequent in children but the impact of sleep deprivation on the cognitive learning function is unclear. AIM: To establish whether patients with sleep obstructive breathing disorders show any functional change in learning, memory and attention. MATERIAL AND METHODS: Eighty-one children aged from 6 to 12 years were divided into 3 groups: obstructive sleep apnea syndrome (OSAS), n=24; primary snoring (PS), n=37; and control, n=20. The groups were assessed using learning (Rey) and psychological (Digit, Code, Letter Concealing, and Symbol) tests. RESULTS: OSAS and PS children showed statistically significant worse performance on the variable A1 in Rey test (learning and memory) when compared with controls (p=0.011). PS children had an even worse performance on the variables A2, A4, AT and A6 compared to OSAS participants and controls (p=0.020;p=0.050;p=0.004,p=0.05). Conclusion: Children with obstructive sleep breathing disorders, in particular PS, show worse Rey test scores. PS and OSAS children performed similarly in attention tests.
Palabras llave : learning; cognition; children; obstructive sleep disorders.