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

科学研究资助资助项目的主要研究结果如下：(1)智障儿童的Theta波（MR）能较好地反映学习情境中的紧张程度。(2)语言交际障碍儿童的脑电图（EEG）对学习情境中适当的指导和教材有反应。(3)在清醒和闭眼状态下，书写和（或）划线状态下的MR脑电图有时会接近优势频率，这表明在视觉-运动协调状态下MR有时处于较低的紧张水平。(4)磁共振视觉诱发电位（VEP）波形与正常儿童或大学生相似，但波峰不清晰，潜伏期较正常人晚。(5)副总裁对任务刺激的幅值偏差与其智商相关。(6)在视觉问题解决情境下，MR脑电图的优势频率与Tanaka-Binet智力量表中的算术、记忆、手指技能等需要注意或集中的任务得分高度相关。(7)在MR的具体学习过程中，eeg和vep可以作为详细分析的良好指标。

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.