Case studies of methods of teaching-learning for children with intellectual disability by electroencephalography and evoked potentials.

科学研究补助金资助的研究的主要结果如下。(1)智力落后儿童的θ波是学习情境中紧张程度的较好指标。(2)言语交流障碍儿童的脑电图（EEG）对学习情境中适当的指导和教学材料作出反应。(3)在书写字母和/或画线的情况下，MR的EEG的频率有时接近清醒和闭眼状态下的优势EEG，这表明视觉-运动协调状态下的MR有时处于较低的张力水平。(4)MR的VEP波形与正常儿童和大学生的VEP波形相似，但波峰不明显，潜伏期较正常人晚。(5)在MR中，VEP对任务刺激的振幅偏差与其智能倾向相关。(6)视觉问题解决情境下MR脑电优势频率与Tanaka-Binet智力量表中算术、记忆、手指灵巧等需要注意或集中的任务得分高度相关。(7)EEG和VEP可以作为详细分析MR具体学习过程的良好指标。

Main findings of studies supported by Grant-in-Aid for Scientific Research are as follows.(1) Theta waves of mental retarded children (MR) are better indicators of degree of tension in learning situations. (2) Electroencephalography (EEG) in children with verbal communication disorder responds to appropriate instruction and teaching materials in learning situations. (3) EEGs of MR in situation of writing letters and/or drawing lines have sometimes frequencies near the dominant ones in awakened and closed eye conditions, and they suggest that MR in visual-motor coordinated condition is sometimes in lower tension level. (4) Waveforms of visual evoked potentials (VEP) of MR reseanble those of normal children or university students, but the wave peaks of MR are not clear and their latencies are tend to later than those of normals. (5) Amplitude deviations of VEPs to taskstimuli by repeated presentation in MR correlate with their intelligent quotients. (6) Dominant frequencies of EEGs of MR in visual problem-solving situation correlate highly with scores of tasks required attention or concentration, for example, arithmetic, memory, skillfulness with fingers in Tanaka-Binet intelligence scale. (7) The EEGs and VEPs can be good indicators of detailed analysis in concrete learning processes of MR.