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

本研究的主要发现如下：(1)智力低下儿童的Theta波能更好地反映学习情境中的紧张程度。(2)言语交流障碍儿童的脑电在学习情境中对适当的指导和教材有反应。(3)在书写字母和/或画线条的情况下，MR的脑电频率有时接近清醒和闭眼条件下的优势频率，提示视觉-运动协调状态下的MR有时处于较低的张力水平。(4)MR的视觉诱发电位(VEP)波形与正常儿童或大学生相似，但MR波峰不明显，潜伏期较正常儿童晚。(5)在MR中重复呈现的VEP对任务刺激的幅度偏差与其智商有关。(6)视觉问题解决情境中弱智的脑电优势频率与Tanaka-Bnet智力量表中需要注意或集中的任务分数，如算术、记忆、手指操作技巧等高度相关。(7)脑电和视觉诱发电位可以作为具体学习过程中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.