COMPARISON OF CORTICAL ELECTRICAL PATTERNS BETWEEN CHILDREN WITH AND WITHOUT LEARNING DIFFICULTIES DURING THE PERFORMANCE OF AN AUTOMATED NAMING TASK

Studies on the neurocognitive functioning of children with learning difficulties indicate that they experience impairments in tasks involving executive functions, attention, language, and altered memory compared to their peers. A quantitative electroencephalogram (EEG) has been used to explore differences in cortical activation patterns during behavioral tests in children with and without learning difficulties, and alterations in absolute and relative brain power bands have been described.