Effects of Neurofeedback in the Working Memory of Children with Learning Disorders: An EEG Power-Spectrum Analysis
Bibliographic record
Abstract
Learning disorders (LD) are diagnosed in children impaired in the academic skills of reading, writing and/or mathematics. Children with LD usually show a slower resting-state electroencephalogram (EEG), with EEG patterns corresponding to a neurodevelopmental lag. LD-children also show a consistent cognitive impairment in working memory (WM), including an abnormal task-related EEG with an overall slower EEG activity of more delta and theta power, and less gamma activity in posterior sites; task-related EEG patterns considered indices of an inefficient neural resource management. Neurofeedback (NFB) treatments aimed at normalizing the resting-state EEG of LD-children have shown improvements in cognitive-behavioral indices and diminished EEG abnormalities. Given the typical findings of a WM impairment in LD-children; we aimed to explore the effects of a NFB treatment in the WM of children with LD, by analyzing the WM-related EEG power-spectrum. We recruited 18 children with LD (8-10 years old). They performed a Sternberg-type WM-task synchronized with an EEG of 19 leads (10-20 system) twice in pre-post treatment conditions. They went through either 30 sessions of a NFB treatment (NFB-group, n= 10); or through 30 sessions of a placebo-sham treatment (Sham-group, n= 8). We analyzed the before-after treatment group differences for the behavioral performance and the WM-related power-spectrum. The NFB group showed faster response times in the WM-task post-treatment. They also showed an increased gamma power at posterior sites and a decreased beta power. We explain these findings in terms of NFB improving the maintenance of memory representations coupled with a reduction of anxiety.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".