Aldenkamp A P, Alpherts W C, Dekker M J, Overweg J
Instituut voor Epilepsiebestrijding Meer en Bosch-De Cruquiushoeve, Heemstede, The Netherlands.
Epilepsia. 1990;31 Suppl 4:S9-20. doi: 10.1111/j.1528-1157.1990.tb05874.x.
Cognitive impairment is regarded as the link between epileptic conditions and the inability to learn in school. The neuropsychological approach to learning disabilities in epilepsy, therefore, first concentrates on analyzing the differential effects of epileptic factors on cognitive function. The impact of seizure activity, localization of epileptogenic foci, and antiepileptic treatment on cognitive functioning can be evaluated based upon the results of continuous assessment with a computerized neuropsychological test system. Second, learning disabilities may be evaluated on observations made during classroom performance. Three issues seem to predominate in learning studies among disabled children with epilepsy: test-retest variability, deterioration, and the supposed specificity of the learning disabilities.
认知障碍被视为癫痫病症与在校学习能力缺失之间的联系。因此，针对癫痫患者学习障碍的神经心理学方法首先着重于分析癫痫因素对认知功能的不同影响。癫痫发作活动、致痫灶定位以及抗癫痫治疗对认知功能的影响可依据使用计算机化神经心理学测试系统进行的持续评估结果来评估。其次，学习障碍可根据课堂表现期间的观察来评估。在患有癫痫的残疾儿童的学习研究中，似乎有三个问题最为突出：重测变异性、恶化以及学习障碍的假定特异性。
