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Orientador(es)
Resumo(s)
Reading is a complex cognitive process that requires a simultaneous activation of different brain systems. Power EEG has been used to study activation patterns in dyslexic subjects, but so far, studies lack result’s coherence, including in adult dyslexic population. The Reading Age Test (TIL) is a screening assessment for dyslexia. TIL evaluates the processes of decoding and understanding. This test is adapted and validated to Portuguese language. Objective: To analyze neurophysiological differences in undergraduate adults with and without reading difficulties using power EEG, and compare the results with the ones found at younger ages. Methods: 209 college students were administered the TIL. EEG was collected with 26 students (21 within normal reading level; 5 with severe reading difficulties signalized with TIL). During the EEG, the participant was asked to follow a sequence of tasks, during a total of 15 minutes (Basal resting state, TIL, Pos-TIL resting state, Non-reading Task; final resting state). Subsequently, the Fourier Transform (FFT) algorithm was applied to the EEG signal from the Basal resting state and the two given tasks. Power spectra mean values of delta, theta and beta activity band, from electrodes F7, F8, T3, T4, T5 and T6 were analyzed performing Shapiro-Wilk tests. Results: No significant differences in mean variations (sig >0.05) were observed between groups during the analyzed periods, regarding electrode and brain activity band frequency. Conclusion: This study provided inconclusive results concerning power EEG different findings at the lower frontal gyrus region and temporal region, between subject with and without reading difficulties.
Descrição
Palavras-chave
Dyslexic students TIL Power EEG
Contexto Educativo
Citação
Marta Alves, Patrícia Pinto, Diana Tavares, & Ana Santos. (2020). Neurophysiological evaluation of undergraduate portuguese young adults with regarding difficulties [Poster]. Psychological Applications and Trends 2020.
Editora
Science Press