Tansey M A
Int J Psychophysiol. 1985 Nov;3(2):85-99. doi: 10.1016/0167-8760(85)90030-3.
Eight boys, ages 7 years 11 months to 15 years 3 months, were provided with long-term--symptom duration--sensorimotor rhythm biofeedback training for the remediation of their learning disabilities. Concurrently, the simultaneous recording of five frequency bands of brainwave activity (5 Hz, 7 Hz, 10 Hz, 12 Hz and 14 Hz), from one active electrode equidistant from reference and ground, was intended to provide a glimpse of the 'brainwave signature' reflective of the dynamic and synergistic processes involved in such cerebro-neural activation and the brain's global response to such an alteration in the sensorimotor subnetwork. Overall, the main effect of this procedure, for the biofeedback and subsequent conditioning of increased 14 Hz neural discharge patterns over the central Rolandic cortex in a clinical office setting, seems to be to increase bilateral sensorimotor transactions resulting in substantive remediation of the learning disabilities of the recipients of such training--by way of internally exercising of, and/or recruitment of additional neural activation within, the sensorimotor subnetwork/matrix. Observation of the changing brainwave signatures showed a tendency for decreased slow wave activity concomitant with increases in fast wave activity, for cases with a Full Scale I.Q. within the range of 76 and 85; with those cases with a Full Scale I.Q. within the range of 102 and 116 exhibiting increased amplitudes over most of the monitored bands, but with the increases being much less at the slower frequencies. It is noteworthy that those four subjects with either a significant Verbal greater than Performance, or Performance greater than Verbal, I.Q. Score discrepancy exhibited no less than a 40% greater increase in the lower of the two I.Q. scores; indicating that this SMR training procedure also resulted in an increased symmetry in the interhemispheric interactions reflective of the higher cortical functions for these no longer learning disabled boys.
八名年龄在7岁11个月至15岁3个月的男孩接受了长期的（症状持续时间）感觉运动节律生物反馈训练，以矫治他们的学习障碍。同时，从一个与参考电极和接地电极等距的活动电极同步记录五个脑电波活动频段（5赫兹、7赫兹、10赫兹、12赫兹和14赫兹），旨在初步了解“脑电波特征”，该特征反映了这种脑-神经激活以及大脑对感觉运动子网络中这种变化的整体反应所涉及的动态和协同过程。总体而言，在临床办公室环境中，此程序对中央罗兰区皮质上14赫兹神经放电模式增加的生物反馈及后续调节的主要作用，似乎是增加双侧感觉运动交互作用，从而通过感觉运动子网络/基质内部的活动和/或额外神经激活的募集，实质性矫治此类训练接受者的学习障碍。对不断变化的脑电波特征的观察表明，对于全量表智商在76至85范围内的病例，有慢波活动减少而快波活动增加的趋势；对于全量表智商在102至116范围内的病例，在大多数监测频段上振幅增加，但在较慢频率下增加幅度要小得多。值得注意的是，那四名在言语智商大于操作智商或操作智商大于言语智商方面存在显著差异的受试者，其较低的那个智商分数增加了不少于40%；这表明这种感觉运动节律训练程序还导致了这些不再有学习障碍的男孩在反映高级皮质功能的半球间相互作用方面对称性增加。
