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Neurofeedback in Learning Disabled Children: Visual versus Auditory Reinforcement

机译：学习障碍儿童的神经反馈：视觉与听觉强化

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Children with learning disabilities (LD) frequently have an EEG characterized by an excess of theta and a deficit of alpha activities. NFB using an auditory stimulus as reinforcer has proven to be a useful tool to treat LD children by positively reinforcing decreases of the theta/alpha ratio. The aim of the present study was to optimize the NFB procedure by comparing the efficacy of visual (with eyes open) versus auditory (with eyes closed) reinforcers. Twenty LD children with an abnormally high theta/alpha ratio were randomly assigned to the Auditory or the Visual group, where a 500 Hz tone or a visual stimulus (a white square), respectively, was used as a positive reinforcer when the value of the theta/alpha ratio was reduced. Both groups had signs consistent with EEG maturation, but only the Auditory Group showed behavioral/cognitive improvements. In conclusion, the auditory reinforcer was more efficacious in reducing the theta/alpha ratio, and it improved the cognitive abilities more than the visual reinforcer.
机译：有学习障碍的儿童经常患有脑电图，其特征是theta过多和α活动不足。使用听觉刺激作为补强剂的NFB已被证明是通过积极加强theta / alpha比值的降低来治疗LD儿童的有用工具。本研究的目的是通过比较视觉（眼睛睁开）与听觉（眼睛睁开）补强的效果来优化NFB程序。将20个theta / alpha值异常高的LD儿童随机分配到听觉或视觉组，其中，当听觉或视觉刺激的值大于500 Hz时，将视觉刺激（白方块）用作正强化剂。 θ/α比降低。两组都有与脑电图成熟一致的体征，但只有听觉组表现出行为/认知方面的改善。总之，听觉增强器在降低theta / alpha比上更有效，并且比视觉增强器更能提高认知能力。

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