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Abstract:
This study addresses the need for an appropriate, effective
and reliable method for diagnosing , assessing and evaluating
learning disorders in children. The main purpose was to examine the
condition of a learning disorder using electrophysiological
measures to illustrate levels of cognitive processing. The
neurometric tool used for examining, analyzing, and interpreting
cortical activity was Quantitative EEG. The areas of interest
included differences in cortical brain activity (beta, alpha,
theta, delta) and the analysis of differences in the auditory
evoked potentials and the visual evoked potentials of normal and
learning disabled children. The analysis of N100, P100, P145 and
P300 suggest that there are significant latency differences between
LD and normal children in the auditory and visual evoked
potentials. These findings are consistent with other
electrophysiological findings showing distinctive brain patterns in
children with learning disorders. This study supports the idea that
LD children process information slower given their overall
decreased latencies in VEP and AEP.
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