Formation of the functional organization of the cerebral cortex at rest in young schoolchildren varying in the maturity of cerebral regulatory systems: I. Analysis of EEG spectral characteristics in the state of rest

Ls, Sokolova; Ri, Machinskaia

doi:10.1134/s036211970605001x

Cited by 6 publications

(3 citation statements)

References 17 publications

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“…Children aged 9-10 years with FTW patterns, similar to controls, exhibited significant improvement in executive function. These positive changes in FTW children aged 9-10 years could be caused by cortex maturation, reflected by an increase in the relative power of the resting-state alpha rhythm (Sokolova & Machinskaya, 2006). Morpho-functional maturation of the cortex may allow its differential involvement in cognitive processing and more effective selective activation of the cortices (Machinskaya, 2006).…”

Section: Discussionmentioning

confidence: 99%

Neurophysiological factors associated with cognitive deficits in children with ADHD symptoms: EEG and neuropsychological analysis.

Machinskaya

Семенова

Absatova

et al. 2014

Psychology & Neuroscience

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We neuropsychologically assessed cognitive deficits in 109 children with symptoms of attention-deficit/hyperactivity disorder (ADHD) and 51 children with typical development aged 7-8 years and 9-10 years and visually analyzed resting-state electroencephalography (EEG). The EEG recordings of children with ADHD more frequently contained EEG patterns of frontothalamic non-optimal functioning compared with controls, reflected by groups of bilaterally synchronous frontal theta waves (FTWs) and right hemisphere local deviations of brain electrical activity. We found cognitive impairments associated with ADHD in children with different deviations of resting-state EEG. Children with FTWs in both age groups exhibited pronounced difficulties in programming, regulation and control (executive functions), and verbal performance. Children with right hemisphere local EEG abnormalities had executive dysfunction combined with difficulties in nonverbal performance. Executive performance in typically developing children significantly improved from 7-8 to 9-10 years of age. An analysis of neuropsychological scores in children with ADHD symptoms from age 7-8 to 9-10 with the same EEG abnormalities indicated specific age-related improvement of cognitive abilities. In children whose EEG showed patterns of fronto-thalamic involvement presented significant improvement in executive and verbal performance from 7-8 to 9-10 years of age. Overcoming the same age gap in children with right hemisphere local EEG deviations significantly improved only nonverbal performance, whereas improvements in executive function were not statistically significant.

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Section: Discussionmentioning

confidence: 99%

Neurophysiological factors associated with cognitive deficits in children with ADHD symptoms: EEG and neuropsychological analysis.

Machinskaya

Семенова

Absatova

et al. 2014

Psychology & Neuroscience

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“…The increase in the PS of the θ rhythm in these areas, as a rule, emerges upon solution of visuospatial tasks requiring a detailed study of the stimulus and concentration of attention during the performance of tasks on visual perception [25]. Changes in the high frequency BEA (β rhythm) during the performance of visual tasks are predictable, since the activity of neuron structures at this frequency accompanies any cognitive activity; besides, verbal tasks with elements of visuospatial gnosis are performed more successfully upon the intensification of the power of the β activity [31]. The revealed increase in the high frequency component of the EEG spectrum in the frontal areas of the hemispheres during the selection of nonverbalized stimuli is in all likelihood related to the uncommonness of the task, including elements of novelty, while the choice for a verbalized image is perceived by children as a stereotype, a frequently occurring intellectual action fixed by the specifics of school training (active formation of the system of verbal concepts) [32,33].…”

Section: Eeg Deviationsmentioning

confidence: 99%

Bioelectric brain activity during visual perception of verbalized and nonverbalized stimuli in seven-to eight-year-old schoolchildren

Zvyagina

Sokolova

2013

Hum Physiol

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Neurophysiological mechanisms of visual perception of verbalized and nonverbalized stimuli have been studied in girls (n = 89) and boys (n = 109) aged seven to eight years. It has been shown that, in children of this age, neurophysiological mechanisms of the visual perception system during the selection of verbalized and nonverbalized stimuli have similar organizations of functional rearrangements and are char acterized by the general involvement of cortical areas and by the lack of clear specialization of the cerebral hemispheres. However, the choice of nonverbalized visual stimuli is characterized by a more pronounced gen eralization of the functional interaction between cortical areas and by the increased spectral power of the EEG's high frequency components in anterior associative areas. The increased spatial synchronization in the EEG θ and β bands in the frontal areas emphasizes the contribution of these structures to the analysis and processing of visual stimuli at this stage of development. Differences in the neurophysiological mechanisms of visual perception in boys and girls have been detected. Spatial and temporal organizations of bioelectric activity (BEA) of the brain in girls performing visual tasks is characterized by a stronger and more varied ipsi and contralateral statistical relationships in the fronto occipital direction and displacement of interaction centers to the left hemisphere. In boys perceiving verbalized and nonverbalized visual stimuli, a greater con tribution of posterocentral cortical areas has been observed. The detected differences are considered to reflect a greater maturity of identification mechanisms in girls aged seven to eight years as compared to boys.

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“…Estas redes aumentan tanto en relación con la edad, como con la participación en los procesos de aprendizaje. 19 Dichos procesos dinámico-funcionales se incrementan conforme aumentan las estimulaciones sensoriales, se regulan las respuestas y se organizan electromorfogramas de diferentes frecuencias en múltiples circuitos en serie y en paralelo. Una vez integrados, esta información se almacena (memoria), estableciendo la condición funcional basal que proponemos como bloques funcionales de la conducta.…”

Section: Introductionunclassified

Evolución de la potencia absoluta, relativa e índices de ritmos electroencefalográficos en estudiantes de primaria, licenciatura y maestría

Brust-Carmona¹,

Galicia-Alvarado²,

Alfaro³

et al. 2016

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Resumen Antecedentes. La función cerebral resulta de la actividad eléctrica en redes glío-neuronales, integradas de forma activa por interacciones sensoriales, motoras y reguladores. Redes que oscilan desde la infancia y se modulan por diversos factores de maduración, incluyendo procesos educativos. Objetivo. >Identificar el espectro de potencia separado en delta (δ), theta (θ), alfa 1 (α1), alfa 2 (α2), beta 1 (β1) y beta 2 (β2) y su topografía en los hemisferios cerebrales de niños, jóvenes y adultos para establecer indicadores EEGc. Método. Se estudiaron tres grupos de 16 participantes: niños en primaria (GN), estudiantes de licenciatura (GL) y de maestría (GM). Los padres y los participantes otorgaron su consentimiento. En el aparato Nicolet se registró el EEG utilizando el sistema 10/20. Se analizaron muestras bipolares, con T Fourier se obtuvo la potencia absoluta (PA), se calculó su promedio (PPA), la potencia relativa (PR) y los índices de frecuencias lentas/rápidas. Las diferencias se evaluaron con Kruskal Wallis y la comparación de Dunnet para sub-grupos. Resultados. El PPA de seis frecuencias fue mayor en GN que en GL y GM. En éstos fue similar con excepciones, relacionadas con la distribución topográfica. El índice δ/α fue mayor en GN con particular distribución topográfica y θ/α fue más variable. La PR de α fue mayor en GL y GM comparados con GN, la de θ y de δ en algunas derivaciones, fueron mayores en el GN. Discusión y conclusión. En la maduración cerebral disminuye la PA debido a la integración de más ensambles glío-neuronales, que presentan mayor asimetría en determinada frecuencia. Estos perfiles establecen indicadores para compararlos con futuros registros EEG.

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Formation of the functional organization of the cerebral cortex at rest in young schoolchildren varying in the maturity of cerebral regulatory systems: I. Analysis of EEG spectral characteristics in the state of rest

Cited by 6 publications

References 17 publications

Neurophysiological factors associated with cognitive deficits in children with ADHD symptoms: EEG and neuropsychological analysis.

Neurophysiological factors associated with cognitive deficits in children with ADHD symptoms: EEG and neuropsychological analysis.

Bioelectric brain activity during visual perception of verbalized and nonverbalized stimuli in seven-to eight-year-old schoolchildren

Evolución de la potencia absoluta, relativa e índices de ritmos electroencefalográficos en estudiantes de primaria, licenciatura y maestría

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