The relation of indicators of biofeedback and the school success was studied. The relation of pulse interval, wave structure of heart rate, Sacred George's index (StGe) and progress of children is found out. Results are discussed with relations of use of computer biofeedback games for studying of psychophysiological features and predictors of school success.
Background. Studying the bioelectric activity of the brain allows scientists to get a picture of brain functioning, including cognitive activity. The sensitivity of this method allows identifying and explaining subtle differences between children with different academic success, representatives of the age norm. However, additional research is needed to develop and substantiate measures of psychological and pedagogical support for schoolchildren for increasing their academic success. Aim. The paper aims to study rest and cognitive load EEG data in 12-year-old children and assess the compliance of these data with the age norm. Materials and methods. Twelve-year-old children participated in the study, both males (n = 25) and females (n = 26). The EEG was recorded using the CONAN-m equipment, and the electrodes were mounted according to a 10–20 system. The study was carried out under four experimental conditions: at rest and under cognitive load, which consisted of solving three types of tasks (verbal-logical, arithmetic, and spatial rotation of a figure). EEG spectral characteristics were evaluated depending on the recording conditions. Results. It was found that predominant alpha-range frequency in females was from 9.6 to 9.8 Hz, in boys it was slightly higher (about 9.9–10.1 Hz). Response to cognitive load was slightly different depending on the type of task. In general, it consisted of a slight increase in theta and beta ranges and a decrease in bioelectric activity in the alpha range. In males, an asymmetric, cross-type activation was found with a more pronounced alpha rhythm depression in the left frontal, temporal and right occipital regions. Conclusion: In general, the examined sample corresponded to the age norm according to rest and cognitive load EEG.
Background. The paper presents the study of the factors of academic success and failure in students, which is a relevant and socially significant problem. Academic failure often results in behavior deviations, drug abuse and other types of dangerous behavior. Therefore, it is of utmost importance to establish the reasons of academic failure, as well as the ways to improve academic performance. Aim. The paper aims to establish the features of responses of academically successful and unsuccessful 12-year-old children to cognitive load based on EEG data. Materials and methods. Twelve-year-old schoolchildren (n = 51) from Ekaterinburg participated in the study. Participants were divided into two groups depending on their academic performance. EEG recording was performed using the CONAN-m equipment (Informatics and Computers, Russia). Monopolar EEG recordings were obtained from 10 symmetrical leads in different conditions: during resting wakefulness (for eyes open and closed) and when solving experimental tasks of three types (simple arithmetic task, verbal and logical task, spatial thinking task). The differences between the samples of academically successful and unsuccessful children were assessed using the Wilcoxon nonparametric test. Results. Differences were revealed in a number of EEG indicators both at rest and when solving experimental tasks between academically successful and unsuccessful schoolchildren. The responses of academically successful children to cognitive load were characterized by predominant ctivation of the anterior cortical areas with a focus of activity in the left frontal area. Academically unsuccessful children were characterized by a more generalized type of EEG response with a focus of activity in the caudal areas of the cortex, especially when solving a figure rotation task. It was also found that successful children made mistakes when solving a figure rotation task and unsuccessful ones-when solving verbal and logical tasks. Conclusion. Children with low academic success were found to have characteristic features of the functioning of the cerebral cortex, which hampered the perception of educational material presented in the form of a logically structured message. However, these children were able to brilliantly operate with visual-spatial information. This must be taken into account when working with such children to improve their academic performance.
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