A follow-up study of EEG coherences in children with different pedagogical evaluations.
A follow-up study on EEG coherence values was carried out with 46 school-age children divided into three pedagogical groups considering their reading and writing abilities (normal subject and children with mild and with serious reading-writing problems). EEGs were recorded at rest, with eyes closed in 15 referential derivations that gave 105 possible coherence values. Coherence was calculated after the elimination of the average reference. Repeated Measure ANOVAs were calculated to evaluate the effects of time, sex, reading-writing problems and their interactions. The second EEG recordings were taken 2-3 years after the first. The results revealed significant increase of coherence values during the time lapse studied, consisting of an increase of frontal coherences in all bands, with the exception of the theta band. The most numerous changes occurred in the alpha band. Very few differences in coherence values were observed between the two EEG recordings by pedagogical groups and by sex suggesting a similar but not igual maturation of coherences of boys and girls and of the three pedagogical groups, in this age range studied. These findings suggests an abnormal coherence development for the reading disabled group, as well as different coherence maturation for boys and girls in this time lapse studied.
Marosi
E
E
Department of Neurosciences, National University of Mexico, ENEP Iztacala, Mexico.
Harmony
T
T
Reyes
A
A
Bernal
J
J
Fernández
T
T
Guerrero
V
V
Rodríguez
M
M
Silva
J
J
Yáñez
G
G
Rodríguez
H
H
D002648:Child; D004569:Electroencephalography; D005260:Female; D005500:Follow-Up Studies; D006236:Handwriting; D006801:Humans; D007361:Intelligence Tests; D007858:Learning / Q000502:physiology*; D007859:Learning Disabilities / Q000503:physiopathology*; D008297:Male; D011932:Reading; D012727:Sex Characteristics