Skip to main content
SpringerLink
Log in

Psychophysiological Evaluation of Neuropsychological Disorders in Children

  • Chapter
Handbook of Clinical Child Neuropsychology

Part of the book series: Critical Issues in Neuropsychology ((CINP))

Abstract

In recent years important advances have been made in the analysis of processes that are affected in different groups of children with cognitive deficits. For example, developmental disorders of language (dysphasia) and reading (dyslexia) had been viewed as distinct clinical syndromes, although more recent research findings have suggested a clear link between these developmental learning disabilities. First, longitudinal studies have demonstrated that children with language disorders are at very high risk for developing reading disabilities. Second, neuropsychological profiles specifically focused on the areas of phonological disorders and specific temporal processing deficits appear to be quite similar for children with developmental language and reading disorders (Tallal, Galaburda, Llinas, and von Euler, 1993).

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 74.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Aarts, J. H. P., Binnie, C. D., Smith, A. M., and Wilkins, A. J. (1984). Selective cognitive impairment during focal and generalised epileptiform EEG activity. Brain, 107, 293–308.

    Article  PubMed  Google Scholar 

  • Ahn, H., Prichep, L., John, E. R., Baird, H., Trepetin, M., and Kaye, H. (1980). Developmental equations reflect brain dysfunction. Science, 210, 1259–1262.

    Article  PubMed  Google Scholar 

  • Alvarez, A., Morgades, R., Pérez-Avalo, M. C., Rojas, J., and Diaz-Comas, L. (1994). Transient cognitive impairment in learning disabled children. 7th International Congress of Psychophysiology, Thessaloniki, Greece.

    Google Scholar 

  • Alvarez, A., Pérez-Avalo, M. C., and Morenza, L. (1992). Neuro-psychological assessment of learning disabled children with paroxysmal EEG activity. New Issues in Neurosciences, 4, 40–75.

    Google Scholar 

  • Baddeley, A. (1979). Working memory and reading. In P. A. Kolers, M. E. Wrolstal, and H. Bonoma (Eds.), Processing of visible language (Vol. 1 ). New York: Plenum Press.

    Google Scholar 

  • Barner, A., Lamm, O., Epstein, R., and Pratt, H. (1994). Brain potentials from dyslexic children recorded during short-term memory tasks. International Journal of Neuroscience, 74, 227–237.

    Article  Google Scholar 

  • Becker, J., Velasco, M., Harmony, T., Marosi, E., and Landazuri, M. (1987). Electroencephalographic characteristics of children with learning disabilities. Clinical Electroencephalography, 18, 93–101.

    PubMed  Google Scholar 

  • Binnie, C. D. (1993). Significance and management of transitory cognitive impairment due to subclinical EEG discharges in children. Brain and Development, 15, 23–30.

    Article  PubMed  Google Scholar 

  • Binnie, C. D., Channon, S., and Marston, D. (1990). Learning disabilities in epilepsy. Neurophysiological aspects. Epilepsia, 31 (Suppl. 4), 19.

    Article  Google Scholar 

  • Brown, C., and Hagoort, P. (1993). The processing nature of the N400: Evidence from mask priming. Journal of Cognitive Neuroscience, 5, 34–44.

    Google Scholar 

  • Cohen, J. (1980). Cerebral evoked potentials in dyslexic children. In D. A. Otto (Ed.), Multidisciplinary perspectives in event-related brain potential research. Washington, DC: EPA 600/977–043.

    Google Scholar 

  • Conners, C. K. (1971). Cortical visual evoked response in children with learning disorders. Psychophysiology, 7, 418–428.

    Article  Google Scholar 

  • Courchesne, E., Lincoln, A., Kilman, B. A., and Galambos, R. (1985). Event-related brain potentials correlates of the processing of novel visual and auditory information in autism. Journal of Autism and Developmental Disorders, 15, 55–76.

    Article  PubMed  Google Scholar 

  • Donchin, E., Ritter, W., and McCallum, W. C. (1978). Cognitive psychophysiology: The endogenous components of the ERP. In E. Callaway, P. Tueting, and S. Koslow (Eds.), Event-related brain potentials in man (pp. 349–411 ). New York: Academic Press.

    Google Scholar 

  • Duffy, F. H., and McAnulty, G. B. (1985). Brain electrical activity mapping (BEAM): The search for a physiological signature of dyslexia. In F. H. Duffy and N. Geschwind (Eds.), Dyslexia. A neuroscientiic approach to clinical evaluation (pp. 105–123 ). Boston: Little, Brown.

    Google Scholar 

  • Erez, A., and Pratt, H. (1992). Auditory event-related potentials among dyslexic and normal-reading children: 3CLT and midline comparisons. International Journal of Neuroscience, 63, 247–264.

    Article  PubMed  Google Scholar 

  • Fein, G., Galin, D., Yingling, C. D., Johnstone, J., Davenport, L., and Herron, J. (1986). EEG spectra in dyslexic and control boys during resting conditions. Electroencephalography and Clinical Neurophysiology, 63, 87–97.

    Article  PubMed  Google Scholar 

  • Fernandez, T., Silva, J., Harmony, T., Yânez, G., Marosi, E., Guerrero, V., Rodriguez, M., Bernal, J., and Reyes, A. (1994). Children’s EEG characteristics previous to the presentation of the stimulus related with the performance in mental tasks. 7th International Congress of Psychophysiology, Thessaloniki, Greece.

    Google Scholar 

  • Fernandez-Bouzas, A., Malacara, F., Ramirez, H., Harmony, T., Becker, J., Marosi, E., Rodriguez, M., and Reyes, A. (1991). Computer tomography in children with electrophysiological abnormalities. International Journal of Neurosciences, 56, 247–254.

    Article  Google Scholar 

  • Galaburda, A., and Livingstone, M. (1993). Evidence for a magnocellular defect in developmental dyslexia. In P. Tallal, A. M. Galaburda, R. R. Lunas, and C. von Euler (Eds.), Temporal information processing in the nervous system: Special reference to dyslexia and dysphasia (pp. 70–82 ). New York: New York Academy of Sciences.

    Google Scholar 

  • Galin, D., Raz, J., Fein, G., Johnstone, J., Herron, J., and Yingling, C. (1992). EEG spectra in dyslexic and normal readers during oral and silent reading. Electroencephalography and Clinical Neurophysiology, 82, 87–101.

    Article  PubMed  Google Scholar 

  • Gasser, T., Verleger, R., Bacher, E, and Stroka, L. (1988). Development of the EEG of school-age children and adolescents. I. Analysis of band power. Electroencephalography and Clinical Neurophysiology, 69, 91–99.

    Google Scholar 

  • Gevins, A. S., Zeitlin, G. M., Doyle, J. C., Yingling, C. D., Schaffer, R. E., Callaway, E., and Yeager, C. L. (1979). Electroencephalogram correlates of higher cortical functions. Science, 203, 655–667.

    Article  Google Scholar 

  • Halliday, R., Callaway, E., and Naylor, H. (1983). Visual evoked potential changes induced by methylphenidate in hyperactive children: Dose/response effects. Electro-encephalography and Clinical Neurophysiology, 55, 258–267.

    Google Scholar 

  • Harmony, T. (1989). Psychophysiological evaluation of children’s neuropsychological disorders. In C. R. Reynolds and E. Fletcher-Janzen (Eds.), Handbook of clinical child neuropsychology (pp. 265–290 ). New York: Plenum Press.

    Google Scholar 

  • Harmony, T., Alvarez, A., Pascual, R., Ramos, A., Marosi, E., Díaz de León, A. E., Valdés, P., and Becker, J. (1988). EEG maturation in children with different economic and psychosocial characteristics. International Journal of Neurosciences, 41, 103–113.

    Article  Google Scholar 

  • Harmony, T., and Diaz de León, A. E. (1982). Visual evoked responses in children with learning disorders. Second International Evoked Potential Symposium, Cleveland, Ohio.

    Google Scholar 

  • Harmony, T., Hinojosa, G., Marosi, E., Becker, J., Fernandez, T., Rodriguez, M., Reyes, A., and Rocha, C. (1990). Correlation between EEG spectral parameters and an educational evaluation. International Journal of Neurosciences, 54, 147–155.

    Article  Google Scholar 

  • Harmony, T., Marosi, E., Becker, J., Rodriguez, M., Reyes, A., Fernandez, T., Silva, J., and Bernal, J. (1995). Longitudinal quantitative EEG study in children with different performance on a reading-writing test. Electroencephalography and Clinical Neurophysiology, 95, 426–433.

    Article  PubMed  Google Scholar 

  • Harmony, T., Marosi, E., Becker, J., Reyes, A., Rodriguez, M., Bernal, J., Hinojosa, G., and Fernandez, T. (1992). Cor- relación entre el anâlisis de frecuencias del EEG y el rendimiento en pruebas de atención selectiva y memoria en niíios. Revista Latina de Pensamiento y Lenguaje, 1, 96–103.

    Google Scholar 

  • Harmony, T., Marosi, E., Díaz de León, A. E., Becker, J., and Fer- nandez, T. (1990a). Effect of sex, psychosocial disadvan tages and biological risk factors on EEG maturation. Electroencephalography and Clinical Neurophysiology, 75, 482–491.

    Article  Google Scholar 

  • Harmony, T., Marosi, E., Díaz de Leon, A. E., Becker, J., and Fernandez, T. (1990b). Analysis of electroencephalographic maturation. In E. R. John, T. Harmony, L. Prichep, M. Valdés, and P. Valdés (Eds.), Machinery of the mind (pp. 360–375 ). Boston: Birkhauser.

    Chapter  Google Scholar 

  • Harter, M. R., Anllo-Vento, L., and Wood, F. B. (1989). Event-related potentials, spatial orienting and reading disabilities. Psychophysiology, 26, 404–421.

    Article  PubMed  Google Scholar 

  • Holcomb, P. J., Ackerman, P. T., and Dykman, R. A. (1985). Cognitive event-related brain potentials in children with attention and reading deficits. Psychophysiology, 22, 656–667.

    Article  PubMed  Google Scholar 

  • Holcomb, P. J., Coffey, S. A., and Neville, H. J. (1992). Visual and auditory sentence processing: A developmental analysis using event-related brain potentials. Developmental Neuropsychology, 8, 203–241.

    Google Scholar 

  • Holcomb, P. J., and Neville, H. J. (1990). Auditory and visual semantic priming in lexical decision: A comparison using event-related brain potentials. Psychobiology, 19, 286–300.

    Google Scholar 

  • Hughes, J. R. (1971). Electroencephalography and learning disabilities. In H. R. Myklebust (Ed.), Progress in learning disabilities(Vol. 2 ). New York: Grune and Stratton.

    Google Scholar 

  • John, E. R., Ahn, H., Prichep, L., Trepetin, M., Brown, D., and Kaye, H. (1980). Developmental equations for the electroencephalogram. Science, 210, 1255–1258.

    Article  PubMed  Google Scholar 

  • John, E. R., Prichep, L., Ahn, H., Easton, P., Friedman, J., and Kaye, H. (1983). Neurometric evaluation of cognitive dysfunctions and neurological disorders in children. Progress in Neurobiology, 21, 239–290.

    Article  PubMed  Google Scholar 

  • Just, M. A., and Carpenter, P. A. (1992). A capacity theory of comprehension: Individual differences in working memory. Psychological Review, 99, 122–149.

    Google Scholar 

  • Klorman, R., Salzman, L., Bauer, L., Coons, H., Borgstedt, A., and Halpen, W. (1983). Effects of two doses of methylphenidate in cross-situational and borderline hyperactive children’s evoked potentials. Electroencephalography and Clinical Neurophysiology, 56, 169–185.

    Article  PubMed  Google Scholar 

  • Kutas, M., and Hillyard, S. A. (1980). Reading senseless sentences: Brain potentials reflect semantic incongruity. Science, 207, 203–205.

    Google Scholar 

  • Kutas, M., and Hillyard, S. A. (1984). Brain potentials during reading reflect word expectancy and semantic association. Nature (London), 307, 161–163.

    Article  Google Scholar 

  • Lang, A. H., Korpilahti, P., Holopainen, I., and Sillänpää, M. (1993). Abnormal frequency and duration mismatch negativity in dysphasic children. XIII International Congress of EEG and Clinical Neurophysiology, Vancouver, British Columbia.

    Google Scholar 

  • Lezny, L., Provasnik, K., Jirasek, J., and Komarek, L. (1977). The value of EEG, specially of hyperventilation test in learning disability. Activitas Nervosa Superior, Praha, 19, 263–264.

    Google Scholar 

  • Loiselle, D. L., Stamm, J. S., Maitinsky, S., and Whipple, S. C. (1980). Evoked potentials and behavioral signs of attentive dysfunctions in hyperactive boys. Psychophysiology, 17, 193–201.

    Article  PubMed  Google Scholar 

  • Lou, H. C., Henriksen, L., Bruhn, P., Borner, H., and Nielsen, J. B. (1989). Striatal dysfunction in attention deficit and hyper-kinetic disorder. Archives of Neurology, 46, 48–52.

    Article  PubMed  Google Scholar 

  • Lovegrove, W. (1993). Weakness in the transient visual system: A causal factor in dyslexia? In P. Tallal, A. M. Galaburda, R. R Llinas, and C. von Euler (Eds.), Temporal information processing in the nervous system: Special reference to dyslexia and dysphasia (pp. 57–69 ). New York: New York Academy of Sciences.

    Google Scholar 

  • Lovrich, D., and Stamm, J. (1983). Event-related potential and behavioral correlates of attention in reading retardation. Journal of Clinical Neuropsychology, 4, 343–365.

    Google Scholar 

  • McCarthy G., and Donchin, E. (1981). A metric for thought: A comparison of P300 latency and reaction time. Science, 211, 77–80.

    Article  PubMed  Google Scholar 

  • Marosi, E., Harmony, T., Becker, J., Reyes, A., Bernal, J., Fernandez, T., Rodriguez, M., Silva, J., and Guerrero, V. (1995). Electroencephalographic coherences discriminate between children with different pedagogical evaluation. International Journal of Psychophysiology, 19, 23–32.

    Article  PubMed  Google Scholar 

  • Marosi, E., Harmony, T., Sanchez, L., Diaz de Leon, A. E., Becker, J., Rodriguez, M., Reyes, A., Bernal, J., and Fernandez, T. (1992). Maturation of EEG coherence in normal and learning disabled children. Electroencephalography and Clinical Neurophysiology, 83, 350–357.

    Article  PubMed  Google Scholar 

  • Martineau, J., Garreau, B., Barthelemy, C., and Lelord, G. (1984). Evoked potentials and P300 during sensory conditioning in autistic children. Annals of the New York Academy of Sciences, 425, 362–369.

    Article  PubMed  Google Scholar 

  • Matousek, M., and Petersen, I. (1973). Frequency analysis of the EEG in normal children and adolescents. In P. Kellaway and I. Petersén (Eds.), Automation of clinical electroencephalography (pp. 75–102 ). New York: Raven Press.

    Google Scholar 

  • May, J. G., Lovegrove, W. J., Martin, F., and Nelson, P. (1991). Pattern-elicited visual evoked potentials in good and poor readers. Clinical Vision Science, 6, 131–136.

    Google Scholar 

  • Mecacci, L., Sechi, E., and Levi, S. (1983). Abnormalities of visual evoked potentials by checkerboard in children with specific reading disability. Brain and Cognition, 2, 135–143.

    Article  PubMed  Google Scholar 

  • Murdoch, B. D: (1974). Changes in the electroencephalogram in minimal cerebral dysfunction: A controlled study over 8 months. South African Medical Journal, 48, 606–610.

    PubMed  Google Scholar 

  • Näätänen, R., Gaillard, A. W. K., and Mantysalo, S. (1978). Early selective-attention effect reinterpreted. Acta Psychologica, 4, 313–329.

    Article  Google Scholar 

  • Näätänen, R., Paavilainen, P., Tiitinen, H., Jiang, D., and Alho, K. (1993). Attention and mismatch negativity. Psychophysiology, 30, 436–450.

    Article  PubMed  Google Scholar 

  • Neville, H. J., Coffey, S. A., Holcomb, P. J., and Tallal, P. (1993). The neurobiology of sensory and language processing in language-impaired children. Journal of Cognitive Neuroscience, 5, 235–253.

    Article  Google Scholar 

  • Novick, B., Vaughan, H. G., Kurtzberg, D., and Simon, R. (1980). An electrophysiological indication of auditory processing defects in autism. Psychiatric Research, 3, 107–115.

    Article  Google Scholar 

  • o, C., and Squires, N. (1982). Event related potentials in learning disabilities. In R. Q. Cracco and I. Bodis Wollner (Eds.), Evoked potentials: Frontiers of neuroscience (Vol. 3, pp. 475–512 ). New York: Liss.

    Google Scholar 

  • Ortiz, T., Exposito, F. J., Miguel, F., Martin-Loeches, M., and Rubia, F. J. (1992). Brain mapping in dysphonemic dyslexia: In resting and phonemic discrimination conditions. Brain and Language, 42, 270–285.

    Google Scholar 

  • Petersen, I., Sellden, U., and Eeg-Olofsson, O. (1975). The evolution of the EEG in normal children and adolescents from 1 to 21 years. Handbook of Electroencephalography and Clinical Neurophysiology, 6B, 31–68.

    Google Scholar 

  • Posner, M. (1978). Chronometric explorations of mind. Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Preston, M. S., Guthrie, J. T., and Childs, B. (1974). Visual evoked responses in normal and disabled readers. Psychophysiology, 11, 452–457.

    Article  PubMed  Google Scholar 

  • Prichep, L., Sutton, S., and Hakerem, G. (1976). Evoked potentials in hyperkinetic and normal children under certainty and uncertainty: A placebo and methylphenidate study. Psychophysiology, 13, 419–428.

    Google Scholar 

  • Rayner, K., and Pollatsek, A. (1989). The psychology of reading. Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Rodriguez, M., Harmony, T., Bernal, J., Yanez, G., Silva, J., Fernandez, T., Galän, L., Rodriguez, H., Marosi, E., Guerrero, V., and Reyes, A. (1994). N400 in poor readers. 7th International Congress of Psychophysiology, Thessaloniki, Greece.

    Google Scholar 

  • Rosemblum, S. M., Arick, J. R., King, D. A., Stubbs, E. G., Young, N. B., and Pelson, R. O. (1980). Auditory brainstem evoked responses in autistic children. Journal of autism and developmental disorders, 10, 215–225.

    Article  Google Scholar 

  • Rugg, M., and Doyle, M. (1992). Event-related potentials and recognition memory for low-and high-frequency words. Journal of Cognitive Neuroscience, 4, 69–79.

    Article  Google Scholar 

  • Rumsey, J. M., Grimes, A. M., Pikus, A. M., Duara, R., and Ismond, D. R. (1984). Auditory brainstem responses in pervasive developmental disorders. Biological Psychiatry, 19, 1403–1418.

    PubMed  Google Scholar 

  • Rutter, M. (1978). Prevalence and types of dyslexia. In A. L. Benton and D. Pearl (Eds.), Dyslexia: An appraisal of current knowledge. London: Oxford University Press.

    Google Scholar 

  • Saletu, B., Saletu, M., Simeon, J., Viamontes, G., and Itil, T. M. (1975). Comparative symptomatological and evoked potential studies with d-amphetamine, thioridazine and placebo in hyperkinetic children. Biological Psychiatry, 10, 253–275.

    PubMed  Google Scholar 

  • Satterfield, J. H., Schell, A. M., and Nicholas, T. (1994). Preferential neural processing of attended stimuli in attention-deficit hyperactivity disorder and normal boys. Psychophysiology, 31, 1–10.

    Article  PubMed  Google Scholar 

  • Satterfield, J. H., Schell, A. M., Nicholas, T., and Backs, R. W. (1988). Topographic study of auditory event-related potentials in normal boys and boys with attention-deficit disorder with hyperactivity. Psychophysiology, 25, 591–606.

    Article  PubMed  Google Scholar 

  • Satz, P., Taylor, H. G., Friel, J., and Fletcher, J. M. (1978). Some developmental and predictive precursors of reading disabilities: A six year follow-up. In A. L. Benton and D. Pearl (Eds.), Dyslexia: An appraisal of current knowledge. London: Oxford University Press.

    Google Scholar 

  • Schwab, R. S. (1939). A method of measuring consciousness in petit-mal epilepsy. Journal of Nervous and Mental Disorders, 89, 690–691.

    Google Scholar 

  • Silva, J., Harmony, T., Bernal, J., Fernandez, T., Rodriguez, M., Reyes, A., Marosi, E., Yanez, G., Guerrero, V., Rodriguez, H., and Rodriguez, M. (1995). Comparación entre las habilidades en la Iectura de dos grupos con diferente desempeno académico. Revista Latina de Pensamiento y Lenguaje, 3 (1), 65–82.

    Google Scholar 

  • Skoff, B. F., Mirsky, A. F., and Turner, D. (1980). Prolonged brain-stem transmission time in autism. Psychiatric Research, 2, 157–166.

    Article  Google Scholar 

  • Sohmer, H., and Student, M. (1978). Auditory nerve and brain stem evoked response in normal, autistic, minimal brain dysfunction and psychomotor retarded children. Electroencephalography and Clinical Neurophysiology, 44, 380–388.

    Article  PubMed  Google Scholar 

  • Solan, H. A., Sutija, V. G., Ficarra, A., and Wurst, S. A. (1990). Binocular advantage and visual processing in dyslexic and control children measured by visual evoked potentials. Optometry and Vision Science, 67, 105–110.

    Article  PubMed  Google Scholar 

  • Spear-Swerling, L., and Sternberg, R. J. (1994). The road not taken: An integrative theoretical model of reading disability. Journal of Learning Disabilities, 27, 91–122.

    Google Scholar 

  • Stanovich, K. E. (1988). Explaining the differences between the dyslexic and the garden-variety poor reader: The phonological-core variable-difference model. Journal of Learning Disabilities, 21, 590–604.

    Google Scholar 

  • Stelmack, R., Saxe, B. J., Noldy-Cullum, N., Campbell, K. B., and Armitage, R. (1989). Recognition memory for words and event-related potentials: A comparison of normal and disabled readers. Journal of Clinical and Experimental Psychology, 10, 185–200.

    Google Scholar 

  • Tallal, P. (1987). Developmental language disorders. Interagency Committee on learning disabilities—Report to the U. S. Congress.

    Google Scholar 

  • Tallal, P., Galaburda, A. M., Llinâs, R. R., and von Euler, C. (Eds.). (1993). Temporal information processing in the nervous system: Special reference to dyslexia and dysphasia (Annals of New York Academy of Sciences, vol. 62 ). New York: New York Academy of Sciences.

    Google Scholar 

  • Tallai, P., Miller, S., and Fitch, R. S. (1993). Neurobiological basis of speech: A case for the preeminence of temporal processing. In P. Tallal, A. M. Galaburda, R. R. Llinâs, and C. von Euler (Eds.), Temporal information processing in the nervous system: Special reference to dyslexia and dispha- sia (Annals of the New York Academy of Sciences, vol. 62, pp. 27–47 ). New York: New York Academy of Sciences.

    Google Scholar 

  • Taylor, M. J., and Keenan, N. K. (1990). Event related potentials to visual and language stimuli in normal and dyslexic children. Psychophysiology, 27, 318–327.

    Article  PubMed  Google Scholar 

  • Thatcher, R. W., Krause, P. J., and Hrybyk, M. (1986). Corticocortical associations and EEG coherence: A two-compartmental model. Electroencephalography and Clinical Neurophysiology, 64, 13–145.

    Google Scholar 

  • Torgesen, J. K. (1988). Studies of children with learning disabilities who perform poorly on memory span task. Journal of Learning Disabilities, 18, 350–357.

    Article  Google Scholar 

  • Tucker, D. M., and Williamson, P. A. (1984). Asymmetric neural control systems and human self regulation. Psychological Review, 91, 185–215.

    Article  PubMed  Google Scholar 

  • Vellutino, F. R. (1983). Childhood dyslexia: A language disorder. In H. R. Myklebust (Ed.), Progress in learning disabilities (Vol. V, pp. 135–176 ). New York: Grune and Stratton.

    Google Scholar 

  • Walter, G. W. (1959). Intrinsic rhythms of the brain. In J. Field (Ed.), Handbook of physiology: Sec. 1 (pp. 279–298 ). Washington, DC: American Physiological Society.

    Google Scholar 

  • Yingling, C. D., Fein, G., Galin, D., Peltzman, D., and Davenport, L. (1986). Neurometrics does not detect “pure” dyslexics. Electroencephalography and Clinical Neurophysiology, 63, 426–430.

    Article  PubMed  Google Scholar 

  • Zametkin, A. J., Nordahl, T. E., Gross, M., King, C. A., Semple, W. E., Rumsey, J., Hamberger, M. S., and Cohen, R. M. (1990). Cerebral glucose metabolism in adults with hyperactivity of childhood onset. New England Journal of Medicine, 323, 1361–1366.

    Article  PubMed  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Neurosciences Research Program, ENEP Iztacala, National University of Mexico, Mexico City, 03710, Mexico

    Thalía Harmony

Authors
  1. Thalía Harmony
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Department of Educational Psychology, Texas A&M University, 77843, College Station, Texas, USA

    Cecil R. Reynolds

  2. The Brown Schools of West Texas, 79706, Midland, Texas, USA

    Elaine Fletcher-Janzen

Rights and permissions

Reprints and permissions

Copyright information

© 1997 Springer Science+Business Media New York

About this chapter

Cite this chapter

Harmony, T. (1997). Psychophysiological Evaluation of Neuropsychological Disorders in Children. In: Reynolds, C.R., Fletcher-Janzen, E. (eds) Handbook of Clinical Child Neuropsychology. Critical Issues in Neuropsychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-5351-6_18

Download citation

  • DOI: https://doi.org/10.1007/978-1-4757-5351-6_18

  • Publisher Name: Springer, Boston, MA

  • Print ISBN: 978-1-4757-5353-0

  • Online ISBN: 978-1-4757-5351-6

  • eBook Packages: Springer Book Archive

Publish with us

Policies and ethics

Search

Navigation