Abstract
Most of the problems in learning disabled (LD) and hyperkinetic (HK) children arise from their deficiency in attending selectively and/or in sustaining attention. This conclusion is based on experimental studies, psychological tests, neurological soft signs (John 1977), and electrophysiological investigations. Various electrophysiological indices point at impaired attentional processes in these children, for example smaller amplitudes of event-related potential (ERP) components that are related to attention such as N2 and P3 (Lovrich and Stamm 1983; Loiselle et al. 1980; Stamm et al. 1982) or P2-N2 amplitudes with longer latencies (Grünewald-Zuberbier and Grünewald 1982). Lubar et al. (1987) reported that the P3 component was found to have a somewhat higher amplitude for gifted children (IQ > 130) than for “normal controls” but was clearly reduced in amplitude for LD children, these differences being most pronounced for a semantic task. In a continuous performance test, Lutzenberger et al. (1986) found error rates and reduction of the P3 amplitude to be similar in children with attentional problems (identified by their school teachers) and children diagnosed by child psychiatrists as hyperactive (without overt neurological deficits). Furthermore, ERPs in anticipation of signaled or self-induced responses were found to be smaller in children with poor ability to concentrate as compared with well concentrating children.
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Rockstroh, B., Elbert, T., Lutzenberger, W., Birbaumer, N. (1990). Biofeedback: Evaluation and Therapy in Children with Attentional Dysfunctions. In: Rothenberger, A. (eds) Brain and Behavior in Child Psychiatry. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-75342-8_21
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DOI: https://doi.org/10.1007/978-3-642-75342-8_21
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