Index of Theta/Alpha ratio to quantify visual - spatial attention in dyslexics using Electroencephalogram

G, Pavithran P; Arunkumar, K; Seshadri, N. P. Guhan; Singh, Bikesh Kumar; Mahesh, V.; Geethanjali, B.

doi:10.1109/icaccs.2019.8728482

Cited by 7 publications

(2 citation statements)

References 24 publications

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“…Several reports have shown increasing power in delta ( Arns et al, 2011 ), theta ( Arns et al, 2011 ; Soltanlou et al, 2019 ), alpha and beta bands ( Che Wan Fadzal et al, 2012a , b ). Similarly, an increment in power ratios from theta/alpha ( Clarke et al, 2002 ; Jäncke and Alahmadi, 2016 ; Pavithran et al, 2019 ; Nassehi et al, 2020 ), and theta/beta ( Clarke et al, 2002 ; Jäncke and Alahmadi, 2016 ) was obtained in children with learning difficulties. These results suggest that children with learning difficulties manifest higher rates of theta activity, which is associated with developmental delay ( Pop-Jordanova, 2012 ), such as inattention, and poor reaction time and calculation ( Demos, 2005 ).…”

Section: Discussionmentioning

confidence: 74%

“…EEG spectral analysis is a technique that has been widely used to identify neural correlates in the processing of reading and mathematics. Pavithran et al (2019) suggested that an increment in theta/alpha ratio in dyslexics children is related with inability to sustain oriented attention in reading exercises. Additionally, Jäncke and Alahmadi (2016) found an increment in theta/alpha ratios across central and posterior regions, along with augmented theta/beta values throughout frontal and central recording sites in learning-disabled children.…”

Section: Introductionmentioning

confidence: 99%

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Psychophysiological evaluation of the Smartick method in children with reading and mathematical difficulties

Corona-González,

Ramos-Flores,

Alonso-Valerdi

et al. 2024

Front. Hum. Neurosci.

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IntroductionAssistive technologies for learning are aimed at promoting academic skills, such as reading and mathematics. These technologies mainly embrace mobile and web apps addressed to children with learning difficulties. Nevertheless, most applications lack pedagogical foundation. Additionally, the task of selecting suitable technology for educational purposes becomes challenging. Hence, this protocol posits the psychophysiological assessment of an online method for learning (OML) named Smartick. This platform comprises reading and math activities for learning training. In this protocol, individual monitoring of each child is proposed to determine the progress in learning caused by Smartick.Methods and analysisOne hundred and twelve children aged between 8 and 12 who present reading or math difficulty after a rigorous psychometric evaluation will be recruited. The study comprises four sessions. In sessions 1 and 2, collective and individual psychometric evaluations will be performed, respectively. Reading and mathematical proficiency will be assessed, as well as attentional levels and intellectual quotient. Subsequently, each child will be semi-randomly assigned to either the experimental or control groups. Afterward, a first EEG will be collected for all children in session 3. Then, experimental groups will use Smartick for 3 months, in addition to their traditional learning method. In contrast, control groups will only continue with their traditional learning method. Finally, session 4 will consist of performing a second psychometric evaluation and another EEG, so that psychophysiological parameters can be encountered that indicate learning improvements due to the OML, regardless of the traditional learning method at hand.DiscussionCurrently, few studies have validated learning improvement due to assistive technologies for learning. However, this proposal presents a psychophysiological evaluation addressed to children with reading or math difficulties who will be trained with an OML.

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