Structural approach to presentation and analysis of neuropsychological information

Lukashevich, I. P.; Shipkova, Karine; Shklovskii, V. M.

doi:10.1007/bf02369102

Cited by 6 publications

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“…Neuropsychological and EEG data were presented using the structural-organizational schemes described in detail earlier [3,4]. The schemes were based on the principles of topical diagnosis, i.e., description of brain Abstract -Comprehensive neuropsychological and electroencephalographic examination of children with dysgraphia and dyslexia demonstrated local EEG anomalies in various zones of the cortex in both hemispheres, mainly in the posterotemporal and/or anterior regions of the left and the posterotemporal regions of the right hemisphere.…”

Section: Methodsmentioning

confidence: 99%

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Features of cerebral support of verbal processes in children with dysgraphia and dyslexia

et al. 2005

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A trend towards integration is notable in the development of studies related to the human brain. An interdisciplinary approach to the analysis of cerebral mechanisms of psychic functions is, in our opinion, particularly effective in studying specific kinds of human activity, such as verbal processes (reading and writing), based on various aspects of cognitive activity. This work deals with the results of a comprehensive electroencephalographic and neuropsychological examination of primary school pupils with dyslexia and dysgraphia. Our purpose was to elucidate the cerebral mechanisms of these disturbances and obtain additional data on the features of the ontogenetic development of the verbal function. METHODSWe examined 19 children aged 7-10 years (14 boys and 5 girls), including 11 right-handers, 4 ambidexters, 3 left-handers, and 1 left-hander trained to write with the right hand. They attended school together with normal children and suffered dysgraphia and dyslexia, which led to learning difficulties. Some of the children were good at mathematics (B.A.) and had greater than average intelligence according to the Wexler scale (A.N., Z.M.).The children's individual cards reflected data of neurological evaluation, neuropsychological testing, and EEG examination.Neuropsychological testing was carried out according to the pediatric version of Luria's technique [1,2]. The condition of higher psychic functions was evaluated with regard for a child's age. The evaluation system was as follows: 0, no disturbances; 1, mild disturbances (error rate less than 30%); 2, average gravity (error rate 30-70%); and 3, grave disturbances (error rate more than 70%). When it was difficult to evaluate a disturbance (e.g., it was between mild and average or between average and grave), we used an intermediate rating, i.e., 0-1, 1-2, or 2-3.The EEG of both hemispheres was recorded monopolarly or bipolarly from 12 derivations localized according to the 10-20 system: O 1 , O 2 , P 3 , P 4 , C 3 , C 4 , F 3 , F 4 , T 3 , T 4 , T 5 , and T 6 , at rest and during rhythmic photic stimulation or hyperventilation. To record the EEG, we used a Neurofax (Nihon Kohden) eight-channel electroencephalograph and a Biola twelve-channel computer-based electroencephalograph.Neuropsychological and EEG data were presented using the structural-organizational schemes described in detail earlier [3,4]. The schemes were based on the principles of topical diagnosis, i.e., description of brain Abstract -Comprehensive neuropsychological and electroencephalographic examination of children with dysgraphia and dyslexia demonstrated local EEG anomalies in various zones of the cortex in both hemispheres, mainly in the posterotemporal and/or anterior regions of the left and the posterotemporal regions of the right hemisphere. The character of speech disturbances depended considerably on the localization of the baseline EEG anomalies: disturbances of motor components of writing prevailed when these anomalies were localized in the anterior parts of the left hemisphere, w...

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Section: Methodsmentioning

confidence: 99%

“…Neuropsychological and EEG data were presented using the structural-organizational schemes described in detail earlier [3,4]. The schemes were based on the principles of topical diagnosis, i.e., description of brain systems and structures, their functions, and symptoms of disturbance of these functions with regard for developmental features.…”

Section: Methodsmentioning

confidence: 99%

Features of cerebral support of verbal processes in children with dysgraphia and dyslexia

et al. 2005

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“…However, the diagnosticians' skill is sometimes difficult to interpret in terms of formal logic and formal algorithms. Therefore, formalization of knowledge of skilled clinicians is of significant importance for training and advanced training of medical specialists.The method of structural organization and presentation of diagnostic information developed in our laboratory allows revealing of the cardinal questions intended to solve diagnostically significant problems [3,6]. Once answered, they make the diagnosis beyond doubt.…”

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“…The developed system is also useful for studying neurophysiological mechanisms of speech disorder pathogenesis [7,9].…”

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The EEG-expert automatic diagnostic system

1999

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Medical diagnosis, prognosis, and classification of pathological states belong to the class of difficultly formalized problems. Skilled diagnosticians solve such problems effectively. However, the diagnosticians' skill is sometimes difficult to interpret in terms of formal logic and formal algorithms. Therefore, formalization of knowledge of skilled clinicians is of significant importance for training and advanced training of medical specialists.The method of structural organization and presentation of diagnostic information developed in our laboratory allows revealing of the cardinal questions intended to solve diagnostically significant problems [3,6]. Once answered, they make the diagnosis beyond doubt. Such an approach is very useful in the construction of knowledge bases for expert systems. Expert diagnosticians (specialists in neurology, electroencephalography, and neuropsychology) were asked to examine patients, to ask routine questions, and to comment on the questions and the answers. Irrespective of the patient's status and diagnosis, all the experts were found to ask nearly the same set of questions designed to reveal the origin of the lesion, its spread, possible etiology, and the degree of manifestation.This approach to presentation of medical information was used in our laboratory for development of the EEG-EXPERT computer diagnostic system. The system provides automatic diagnosis of the functional status of various brain systems based on visual analysis of electroencephalograms (EEG).The system comprises three simultaneously operating programs. The "Dialog" program is implemented

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2002

Human Physiology

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Structural approach to presentation and analysis of neuropsychological information

Cited by 6 publications

References 1 publication

Features of cerebral support of verbal processes in children with dysgraphia and dyslexia

Features of cerebral support of verbal processes in children with dysgraphia and dyslexia

The EEG-expert automatic diagnostic system

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