Peresleni L I, Rozhkova L A, Riabchikova N A
Zh Vyssh Nerv Deiat Im I P Pavlova. 1991 Nov-Dec;41(6):1102-11.
Middle-aged school-children were examined with learning disabilities, differentiated by the parameters of probabilistic prognosis in two subgroups: with disturbances of attention (1) and memory (2). The first subgroup differed from the norm by intensified reaction of desynchronization of the projection areas of the cortex to irrelevant stimuli. Relevant information evoked an increase of activation of the associative zones, less expressed than in the norm. In the second subgroup a weak involvement of associative cortical areas in the reaction of desynchronization to relevant stimuli correlated with insufficient formation of alpha 2-rhythm and high frequency of meeting the signs of dysfunction of mesodiencephalic brain structure. The results are discussed in the aspect of the role of neurophysiological mechanisms of regulation and trace fixation for the formation of the integrative brain activity in the ontogenesis.
对患有学习障碍的中年学童进行了检查，根据概率预后参数将其分为两个亚组：注意力障碍组（1）和记忆障碍组（2）。第一亚组与正常情况的不同之处在于，皮层投射区域对无关刺激的去同步化反应增强。相关信息引起联合区激活增加，但不如正常情况明显。在第二亚组中，联合皮质区域在对相关刺激的去同步化反应中参与较弱，这与α2节律形成不足以及中脑间脑结构功能障碍迹象出现的高频率相关。从调节和痕迹固定的神经生理机制在个体发育中对大脑整合活动形成的作用方面对结果进行了讨论。
