Marosi E, Harmony T, Reyes A, Bernal J, Fernández T, Guerrero V, Rodríguez M, Silva J, Yáñez G, Rodríguez H
Department of Neurosciences, National University of Mexico, ENEP Iztacala, Mexico.
Int J Psychophysiol. 1997 Apr;25(3):227-35. doi: 10.1016/s0167-8760(96)00745-3.
A follow-up study on EEG coherence values was carried out with 46 school-age children divided into three pedagogical groups considering their reading and writing abilities (normal subject and children with mild and with serious reading-writing problems). EEGs were recorded at rest, with eyes closed in 15 referential derivations that gave 105 possible coherence values. Coherence was calculated after the elimination of the average reference. Repeated Measure ANOVAs were calculated to evaluate the effects of time, sex, reading-writing problems and their interactions. The second EEG recordings were taken 2-3 years after the first. The results revealed significant increase of coherence values during the time lapse studied, consisting of an increase of frontal coherences in all bands, with the exception of the theta band. The most numerous changes occurred in the alpha band. Very few differences in coherence values were observed between the two EEG recordings by pedagogical groups and by sex suggesting a similar but not igual maturation of coherences of boys and girls and of the three pedagogical groups, in this age range studied. These findings suggests an abnormal coherence development for the reading disabled group, as well as different coherence maturation for boys and girls in this time lapse studied.
对46名学龄儿童进行了脑电图相干值的随访研究，根据他们的读写能力将其分为三个教学组（正常受试者以及有轻度和重度读写问题的儿童）。在静息状态下记录脑电图，闭眼，采用15种参考导联，可得出105个可能的相干值。在消除平均参考值后计算相干性。计算重复测量方差分析以评估时间、性别、读写问题及其相互作用的影响。第二次脑电图记录在第一次记录后的2至3年进行。结果显示，在所研究的时间间隔内，相干值显著增加，包括除θ波段外所有波段的额叶相干性增加。α波段出现的变化最多。按教学组和性别观察到的两次脑电图记录之间的相干值差异很少，这表明在这个研究年龄范围内，男孩和女孩以及三个教学组的相干性成熟情况相似但不完全相同。这些发现表明，在所研究的这个时间间隔内，阅读障碍组的相干性发展异常，男孩和女孩的相干性成熟情况也不同。
