1997 Fiscal Year Final Research Report Summary
Is cognitive dysfunction in learning disabilities correlated to their brain dysfunction?
| Project/Area Number |
07610118
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
教育・社会系心理学
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| Research Institution | FUKUI University |
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Principal Investigator |
MITSUHASHI Yoshinori Fukui U., Depart.of Education, Associate Professor, 教育学部, 助教授 (20157556)
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| Co-Investigator(Kenkyū-buntansha) |
HIRATANI Michio Fukui Prefectural Medical Center, Peadiatric Doctor, 小児科, 医長
NAKAMURA Keisuke Fukui U., Depart.of Education, Professor, 教育学部, 教授 (50020128)
MATSUKI Kenichi Fukui U., Depart.of Education, Associate Professor, 教育学部, 助教授 (10157282)
KUMAGAI Takayuki Fukui U., Depart.of Education, Associate Professor, 教育学部, 助教授 (10115298)
UMEZAWA Akio Fukui U., Depart.of Education, Professor, 教育学部, 教授 (70151925)
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| Project Period (FY) |
1995 – 1997
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| Keywords | learning disabilities / brain dysfunction / event-related potentials / SPECT / visual cognition / auditory cognition / selective attention |
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| Research Abstract |
This research project intended to investigate the relationship of cognitive dysfunction and brain dysfunction in the learning, disabilities (LD). Their cognitive abilities were meadured by various psychological tests and/or cognitive tasks and brain dysfunctional states were measured by various neurological and physiological tests. The resuluts are follows.
(1) Physiological data from muti-channel electroencephalogram, brain blood-flow recorded by SPECT and hormonic secretion recorded by urinalysis showed abonormal in the frontal cortex, hypothalamus, and/or basal ganglion area in the LDs.
(2) Behavioral data from many cognitive tasks ; e.g.letter-cancelation, serial memory task, letter discrimination, and face recognition etc., showed less correct socres and more false-alarm errors in the LDs than in the normals. These resuluts suggested dysfunction of the attentional processes.
(3) The amplitude of attentional or cognitive components of event-related potentials were less in the LDs than the normals, and moreover, than their own performance levles. These resuluts suggested that any brain dysfunction would be found in the LDs, but would not directly correlate to the type of the cognitive dysfunction.
(4) These behabioral and physiological characteristics in the LDs were not constant, and elevated by stimulant drugs and by learning effects through the repetition of the same tasks. These resuluts suggested the posibility of treatment and education in learning disabilities.
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