ELECTROPHYSIOLOGICAL ANALYSIS OF LEARNING DISABILITIES

本研究的主要目标是得出 神经生理活动，这将有助于我们 了解学习的神经机制 残疾。 该项目的具体目标是建立 可靠的脑电图测量儿童的程度和类型 学习障碍，以便更严格地量化， 为学习障碍分类提供支持， 给孩子分类。 学习障碍亚型 可以通过多个信道的测量来区分， 脑电频谱相干性制定后，试点研究 在我们的实验室进行的研究表明， 在20 Hz以上频率的EEG频谱相干性是 残疾学习者比正常学习者低 控制 在这个项目中，我们计划获得光谱相干性 在信息处理过程中收集的EEG测量， 有学习障碍的儿童， 正常对照作为测试和扩展的基础， 其他亚型的假设。 待测人群 实验设计包括学习障碍儿童（年龄 10-12），按学术问题的类型划分， 代表在算术上有主要困难的儿童 （N=30）、阅读（N=30）以及阅读和算术（N=30） 沿着正常对照组（N=30）。

The broad objective of this research is to derive indices of neurophysiological activity that would contribute to our understanding of the neural mechanisms underlying learning disabilities. The specific aim of this project is to establish reliable EEG measures of the degree and types of childhood learning disability in order to more rigorously quantify as well as provide support for the learning disability taxonomy used to classify children. The hypothesis that learning disability subtypes can be differentiated by the measurement of multiple channel, EEG spectral coherence was formulated following a pilot study conducted in our laboratory which indicated that interhemispheric EEG spectral coherence at frequencies above 20 Hz was consistently lower in the disabled learner than in the normal control. In this project we plan to obtain spectral coherence measures from EEG's collected during information processing by children representing specific subtypes of learning disabilities and normal controls as a basis for testing and extending this hypothesis to additional subtypes. The populations to be tested in the experimental design include learning disabled children (age 10-12), divided according to the type of academic problem, representing children with primary difficulties in arithmetic (N=30), reading (N=30), and both reading and arithmetic (N=30) along with normal controls (N=30).