Event-related EEG oscillations to semantically unrelated words in normal and learning disabled children.
Learning disabilities (LD) are one of the most frequent problems for elementary school-aged children. In this paper, event-related EEG oscillations to semantically related and unrelated pairs of words were studied in a group of 18 children with LD not otherwise specified (LD-NOS) and in 16 children with normal academic achievement. We propose that EEG oscillations may be different in LD NOS children versus normal control children that may explain some of the deficits observed in the LD-NOS group. The EEGs were recorded using the 10/20 system. EEG segments were edited by visual inspection 1000ms before and after the stimulus, and only correct responses were considered in the analysis. Time-frequency (1-50Hz) topographic maps were obtained for the increases and decreases of power after the event with respect to the pre-stimulus average values. Significant differences between groups were observed in the behavioral responses. LD-NOS children show less number of correct responses and more omissions and false alarms than the control group. The event-induced EEG responses showed significant differences between groups. The control group showed greater power increases in the frequencies 1-6Hz than the LD-NOS group from 300 to 700ms. These differences were mainly observed in frontal regions, both to related and non-related words. This was interpreted as a deficit in attention, both to internal and external events, deficits in activation of working memory and deficits in encoding and memory retrieval in the LD-NOS children. Differences between groups were also observed in the suppression of alpha and beta rhythms in the occipital regions to related words in frequencies between 8 and 17Hz from 450 to 750ms. LD-NOS children showed shorter durations of the decreases in power than the control group. These results suggest also deficits in attention and memory retrieval. It may be concluded that LD-NOS children showed physiological differences from normal children that may explain their cognitive deficiencies.
Departamento de Neurobiología Conductual y Cognitiva, Instituto de Neurobiología, UNAM Campus Juriquilla, Querétaro 76230, Mexico. thaliafh@yahoo.com.mx
Thalía
T
Fernández
Thalía
T
Harmony
Omar
O
Mendoza
Paula
P
López-Alanís
José Luis
JL
Marroquín
Gloria
G
Otero
Josefina
J
Ricardo-Garcell
D001288:Attention; D001921:Brain / Q000503:physiopathology*; D058256:Brain Waves / Q000502:physiology*; D002648:Child; D019988:Children with Disabilities; D004569:Electroencephalography; D005071:Evoked Potentials / Q000502:physiology*; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000503:physiopathology*; D008297:Male; D008570:Memory, Short-Term / Q000502:physiology; D009483:Neuropsychological Tests; D011930:Reaction Time / Q000502:physiology; D013067:Speech Perception / Q000502:physiology*; D014825:Vocabulary