Maturation of the coherence of EEG activity in normal and learning-disabled children

Marosi, Erzsébet; Harmony, Thalı́a; Sanchez, L. E.; Becker, Jacqueline; Bernal, Jorge; Reyes, Alfonso; León, Ana Eugenia Díaz de; Rodrı́guez, Mario; Fernández, Thalı́a

doi:10.1016/0013-4694(92)90070-x

Cited by 96 publications

(49 citation statements)

References 17 publications

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“…Increases in coherence with maturation have been observed in a large population of children and young adults using reference recordings [Thatcher and Walker, 1985;Thatcher et al, 1986Thatcher et al, , 1987Marosi et al, 1992]. However, it is difficult to distinguish the contributions of volume conduction from source coherence with conventional reference recordings [Nunez et al, 1997[Nunez et al, , 1999Srinivasan et al, 1996Srinivasan et al, , 1998].…”

Section: Alpha Coherencementioning

confidence: 99%

Spatial‐temporal structures of human alpha rhythms: Theory, microcurrent sources, multiscale measurements, and global binding of local networks

Nunez¹,

Wingeier²,

Silberstein³

2001

Human Brain Mapping

472

356

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A theoretical framework supporting experimental measures of dynamic properties of human EEG is proposed with emphasis on distinct alpha rhythms. Robust relationships between measured dynamics and cognitive or behavioral conditions are reviewed, and proposed physiological bases for EEG at cellular levels are considered. Classical EEG data are interpreted in the context of a conceptual framework that distinguishes between locally and globally dominated dynamic processes, as estimated with coherence or other measures of phase synchronization. Macroscopic (scalp) potentials generated by cortical current sources are described at three spatial scales, taking advantage of the columnar structure of neocortex. New EEG data demonstrate that both globally coherent and locally dominated behavior can occur within the alpha band, depending on narrow band frequency, spatial measurement scale, and brain state. Quasi-stable alpha phase structures consistent with global standing waves are observed. At the same time, alpha and theta phase locking between cortical regions during mental calculations is demonstrated, consistent with neural network formation. The brain-binding problem is considered in the context of EEG dynamic behavior that generally exhibits both of these local and global aspects. But specific experimental designs and data analysis methods may severely bias physiological interpretations in either local or global directions.

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Section: Alpha Coherencementioning

confidence: 99%

Spatial‐temporal structures of human alpha rhythms: Theory, microcurrent sources, multiscale measurements, and global binding of local networks

Nunez¹,

Wingeier²,

Silberstein³

2001

Human Brain Mapping

472

356

View full text Add to dashboard Cite

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“…Also, higher delta band coherence was found on learning-disabled children, compared to a control group, between left prefrontal electrodes [39] and in children that come from low-income families [40]. Besides, delta band has been associated with immaturity [41].…”

Section: Eeg Correlationmentioning

confidence: 87%

EEG Correlation during Social Decision-making in Institutionalized Adolescents

Sanz-Martín¹,

Jorgea²,

Ángel³

et al. 2017

Abnorm Behav Psycho

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Introduction InstitutionalizationInstitutionalization is defined as any large congregate care facility in which round-the-clock professional supervision supplants the role of family-like caregivers [1]. Children are institutionalized due to different factors like abandonment, orphaning, maltreatment and also physical or mental disabilities. Many authors have related the institutionalization with a lack of stimulation in different spheres like motor, cognitive and social-affective [2-4], since factors like the absence of personalized treatment according to the ratio between infants and caregivers (15:1) [5] and the lack of quality care of caregivers [6,7] since the poor commitment for wellbeing of infants and the poor response and insensibility for the necessities of the infants [8], the round-toclock type of work [1], the constant rotation of caregiver [9] and the lack of professional training of caregivers [8] among others deficiencies. Therefore, institutionalization has been associated with consequences in brain and behavioral development. Institutionalization and brain/cognitive affectationAmong brain areas affected by institutionalization, the institutionalized children often present lower volume of the prefrontal, temporal and parietal areas [10,11] than non-institutionalized children. In addition, post institutionalized children present abnormities in some bundles that connect the different cortical areas. In this regard, several recent studies have reported a lower fractional anisotropy values in the left uncinate fasciculus and in the superior longitudinal fascicule in post institutionalized children compared to children without this personal background [12,13]. In a functional level, Chugani et al. [14] reported a reduction in glucose metabolism in the amygdala and hippocampus during rest conditions in post institutionalized children compared to never institutionalized children and neurological patients. In the EEG, it has been found a higher fronto-central and fronto-temporal coherence in institutionalized children compared to children that were previously institutionalized but were adopted before 24 months old [15]. Also, it has been found a generalized lower alpha power which is positively related to social skills according to a maturational patter found on institutionalized children placed on a foster care home before 20 months of age [16]. Finally, it has been demonstrated that the more time for children living in institutional settings, the more affectation this population suffers [17].In relation with behavioral and cognitive consequences, diverse studies have found that the institutionalized children present impulsivity [18], social problems and delinquent behavior [19], as well as, affectation in cognitive functions like working memory, inhibitory control, memory for faces and visual attention [2,5]. Talking about social abilities, it has been demonstrated that children that was previously institutionalized and were randomly assigned to a foster care intervention program have better social abi...

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“…Many studies based on childhood samples have shown distinct QEEG differences between reading disabled and non-disabled readers (Fein et al, 1985;Rumsey et al, 1989;Marosi et al, 1992;Ackerman et al, 1994;Harmony et al, 1995;Marosi et al, 1995) as well as between children with reading disabilities of different types (Duffy, Denckla, Bertels, & Sandini, 1980;Flynn, Deering, & Rahbar, 1992;Ackerman et al, 1998), mostly during active tasks including reading. Another reason for the importance of such studies is their potential contribution to the development of neurofeedback protocols for the neurobehavioral treatment of reading difficulties.…”

Section: Introductionmentioning

confidence: 99%

“…Most of the above QEEG imaging studies have focused on children and adolescents from 6 to 16 years of age (Rumsey et al, 1989;Ackerman et al, 1994;Marosi et al, 1992;Harmony et al, 1995;Marosi et al, 1995;Duffy et al, 1980;Flynn et al, 1992), comparing different reading tasks (Ackerman, et al, 1998). However, little research has focused on the QEEG of the reading processes in adults.…”

Section: Introductionmentioning

confidence: 99%