PDF | This paper proposes that current psychometric intelligence tests are limited in evaluating cognitive Download full-text PDF Evaluación Neuropsicológica Infantil (ENI): batería para la evaluación de niños entre 5 y 16 años de edad. PDF | Information about the influence of educational variables on the development of Eight executive functioning tests taken from the Evaluacion Neuropsicologica Infantil; Matute, Rosselli, Ardila, & Ostrosky, Download full- text PDF .. The ENI is a new neuropsychological test battery developed. test battery, the Evaluación Neuropsicológica Infantil [Child cológica Infantil [ Child Neuropsychological Assessment] (ENI;. Matute et al.
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Get this from a library! Evaluación neuropsicológica infantil (ENI): manual de aplicación. [Esmeralda Matute; Mónica Roselli; Alfredo Ardila; Feggy. Pol - Download as Word Doc .doc /.docx), PDF File .pdf) or read online. Series. portal7.info Uploaded by. Ana Aponte · Instrucciones para la base de puntajes de la Para La Base de Puntajes de La Evaluación Neuropsicológica Infantil ENI. Lenguaje; Perifraseo; Problemas de denominación; Efecto de tamaño del estímulo; Efecto de la estructura silábica; Efecto de la ausencia de.
Topographic maps of the t values that represent the differences between groups in each broadband EEG delta, theta-1, theta-2, alpha-1, alpha-2, beta-1, beta-2, beta3, gamma-1 and gamma Note that Groups 1 and 2 have less slow activity and more gamma activity than the Group 3; in addition, Group 2 has more alpha activity and less beta-3 activity than Group 3. Comparisons between Groups 1 and 2 show that Group 1 has less alpha activity and more beta-3 activity than Group 2. The localization of these differences is discussed in relation to the tasks associated with the corresponding area. Group 2 has more activity in the low and fast alpha ranges in the left occipital area. Group 2 also has more activity in the low alpha range in bilateral temporal, right frontal and central areas, and it has higher AP in the fast alpha range in the left frontal areas than Group 1.
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You make it enjoyable and you still take care of to stay it wise. These versions are all imprint versions, I must tell that I have not yet found any manuscripts as Spanish writers of the nineteenth and early twentieth centuries told in their works. There are two main hypotheses about the atypical processing patterns underlying learning disorders [ 31 ].
The common deficit hypothesis states that all children with LD have problems in common processing patterns. Supporting this hypothesis, Swanson [ 32 ] proposes a common deficit in executive functions that essentially involve working memory [ 33 , 34 ].
Other authors considered that the deficit is specifically in the phonological loop and central executive, as proposed by Baddeley [ 31 , 35 , 36 , 37 , 38 ]. Hari and Renvall [ 39 ] hypothesized that difficulties in reading acquisition could be due to a sluggish shift in attention [ 40 ].
The domain-specific cognitive hypothesis proposes the existence of subgroups of children with LD who have specific deficits. Siegel [ 41 ] supports this hypothesis, postulating that there is evidence of subgroups of children with LD who have particular characteristics and conditions that consistently predict specific patterns of learning difficulties. Our findings support both hypotheses; the common deficit hypothesis is supported by the fact that the three groups have significantly low scores below 50th percentile in all tested domains.
All groups scored lower than the 30th percentile in writing speed and numeric management.
Although all children perform lower than the average, we found three groups of children that had particular cognitive deficits and distinctive electroencephalographic patterns domain-specific cognitive hypothesis.
Not only were the groups different regarding their reading, writing and arithmetic results, Group 3 had a significantly lower IQ score than the other two groups.
Because children with LD form a very heterogeneous group, there have been several attempts to characterize subgroups within this group. One was the study performed by Hale, Casey and Ricciardi [ 42 ] where the authors found three clusters based on core subtest scores of the WISC-IV of children with academic difficulties. There was a globally low cluster that differed significantly from the other two clusters on the Word Reading, Numerical Operations, and Spelling subtests of the Wechsler Individual Achievement Test-II, whereas the other two groups did not differ from one another in any of the subtests.
Korhonen [ 43 ] studied a group of children with LD and found five groups using a cluster analysis; one was a group with general deficiencies. We also found a group Group 3 with severe deficiencies in the three areas we tested with the Neuropsychological Evaluation, who also had a lower total IQ score than the other two groups. Subgroups can be found even in specific learning disabilities, such as dyslexia.
Boder [ 44 ] described three subtypes of dyslexia: dysphonetic, dyseidetic, and mixed; these have also been found in the Italian language [ 45 ]. It is important to note that we recorded resting EEGs with eyes closed for this study; therefore, our discussion focuses on the features that are known to modify resting EEG rhythms. They all report that there is a decrease in the mean amplitude [ 47 ], absolute power [ 13 ], and relative power [ 48 ] in the delta and theta frequencies from childhood to adult age.
The fact that children with learning disabilities have higher delta and theta absolute and relative power values compared to children of the same age has been interpreted as a lag in brain maturation [ 14 , 16 , 49 ]. Group 3 had higher delta and theta AP values than the other groups.
The children in this group also had the worst performance in reading, writing and arithmetic subtests. The presence of delta and theta activity in anterior regions agrees with the study by Harmony et al.
In addition to having higher theta values, the group with the worst performance was characterized by the presence of frontal delta activity, which was interpreted as a sign of brain dysfunction. This pattern could explain the deficiencies these children exhibit because frontotemporal regions are not only associated with general attention processes, memory, and executive processes; they are directly related to language processing.