Harmony T, Hinojosa G, Marosi E, Becker J, Rodriguez M, Reyes A, Rocha C
National University of Mexico.
Int J Neurosci. 1990 Sep;54(1-2):147-55. doi: 10.3109/00207459008986630.
EEG spectral parameters were computed in a group of children with different degrees of difficulty in learning to read and write. For statistical analyses, Z-transformed values according to normative age-regression equations were used to control the age effects. Canonical Correlation Analysis between absolute power in different bands and the categories of the educational evaluation (good, regular, poor and very poor) showed that more delta was probably related to a poor evaluation and more alpha in occipital areas to a good one. MONOVA also showed highly significant differences in the absolute power in many leads between children with different evaluations. As children with a poor evaluation very frequently had antecedents of risk factors related to brain damage and were from a low socioeconomic status, and both factors have been shown to affect absolute power, it may be that the differences observed were due to these causes. However, relative power correlated more with the learning problems. Children with minor difficulties, with no antecedents and with good socioeconomic status had more theta in almost all leads than children with a good evaluation and with the same characteristics. Children with a poor, or very poor, evaluation had more delta in left frontal and temporal areas (F3, F7 and T3) which may reflect underlying cerebral dysfunction of these regions directly involved in reading and writing processes.
对一组在读写学习方面存在不同程度困难的儿童计算了脑电图频谱参数。为进行统计分析，根据标准年龄回归方程的Z转换值用于控制年龄效应。不同频段的绝对功率与教育评估类别（良好、一般、较差和极差）之间的典型相关分析表明，更多的δ波可能与较差的评估相关，而枕叶区域更多的α波与良好的评估相关。多变量方差分析还显示，不同评估的儿童在许多导联的绝对功率上存在高度显著差异。由于评估较差的儿童经常有与脑损伤相关的危险因素史，且来自社会经济地位较低的家庭，并且这两个因素都已被证明会影响绝对功率，所以观察到的差异可能是由这些原因导致的。然而，相对功率与学习问题的相关性更强。与具有相同特征且评估良好的儿童相比，存在轻微困难、无前驱因素且社会经济地位良好的儿童在几乎所有导联中都有更多的θ波。评估较差或极差的儿童在左额叶和颞叶区域（F3、F7和T3）有更多的δ波，这可能直接反映了这些直接参与读写过程的区域潜在的脑功能障碍。
