Hybrid Genetic Algorithm for Clustering IC Topographies of EEGs.

Clustering of independent component (IC) topographies of Electroencephalograms (EEG) is an effective way to find brain-generated IC processes associated with a population of interest, particularly for those cases where event-related potential features are not available. This paper proposes a novel algorithm for the clustering of these IC topographies and compares its results with the most currently used clustering algorithms. In this study, 32-electrode EEG signals were recorded at a sampling rate of 500 Hz for 48 participants.

Assessing Functional Brain Network Dynamics in Dyslexia from fNIRS Data.

Developmental dyslexia is characterized by a deficit of phonological awareness whose origin is related to atypical neural processing of speech streams. This can lead to differences in the neural networks that encode audio information for dyslexics. In this work, we investigate whether such differences exist using functional near-infrared spectroscopy (fNIRS) and complex network analysis.

Detecting Phase-Synchrony Connectivity Anomalies in EEG Signals. Application to Dyslexia Diagnosis.

Objective Dyslexia diagnosis is a challenging task, since traditional diagnosis methods are not based on biological markers but on behavioural tests. Although dyslexia diagnosis has been addressed by these tests in clinical practice, it is difficult to extract information about the brain processes involved in the different tasks and, then, to go deeper into its biological basis. Thus, the use of biomarkers can contribute not only to the diagnosis but also to a better understanding of specific learning disorders such as dyslexia.

Allophonic perception of VOT contrasts in Spanish children with dyslexia.

Introduction: Previous studies have evidenced a different mode of speech perception in dyslexia, characterized by the use of allophonic rather than phonemic units. People with dyslexia perceive phonemic features (such as voicing) less accurately than typical readers, but they perceive allophonic features (i.e.

Parental experiences of homeschooling during the COVID-19 pandemic: differences between seven European countries and between children with and without mental health conditions.

The aim of the present study was to examine parental experiences of homeschooling during the COVID-19 pandemic in families with or without a child with a mental health condition across Europe. The study included 6720 parents recruited through schools, patient organizations and social media platforms (2002 parents with a child with a mental health condition and 4718 without) from seven European countries: the UK (n = 508), Sweden (n = 1436), Spain (n = 1491), Belgium (n = 508), the Netherlands (n = 324), Germany (n = 1662) and Italy (n = 794). Many parents reported negative effects of homeschooling for themselves and their child, and many found homeschooling to be of poor quality, with insufficient support from schools.

Dyslexia Diagnosis by EEG Temporal and Spectral Descriptors: An Anomaly Detection Approach.

Diagnosis of learning difficulties is a challenging goal. There are huge number of factors involved in the evaluation procedure that present high variance among the population with the same difficulty. Diagnosis is usually performed by scoring subjects according to results obtained in different neuropsychological (performance-based) tests specifically designed to this end.

EEG Connectivity Analysis Using Denoising Autoencoders for the Detection of Dyslexia.

The Temporal Sampling Framework (TSF) theorizes that the characteristic phonological difficulties of dyslexia are caused by an atypical oscillatory sampling at one or more temporal rates. The LEEDUCA study conducted a series of Electroencephalography (EEG) experiments on children listening to amplitude modulated (AM) noise with slow-rythmic prosodic (0.5-1[Formula: see text]Hz), syllabic (4-8[Formula: see text]Hz) or the phoneme (12-40[Formula: see text]Hz) rates, aimed at detecting differences in perception of oscillatory sampling that could be associated with dyslexia.

Syllabic parsing in children: a developmental study using visual word-spotting in Spanish.

Some inconsistency is observed in the results from studies of reading development regarding the role of the syllable in visual word recognition, perhaps due to a disparity between the tasks used. We adopted a word-spotting paradigm, with Spanish children of second grade (mean age: 7 years) and sixth grade (mean age: 11 years). The children were asked to detect one-syllable words that could be found at the beginning of pseudo-words, with the boundary between the word and the remaining letters being manipulated.

Beyond decoding deficit: inhibitory effect of positional syllable frequency in dyslexic Spanish children.

This study explores whether activation and inhibition word processes contribute to the characteristic speed deficits found in transparent orthographies (Wimmer, Appl Psycholinguist 14:1-33, 1993). A second and fourth grade sample of normal school readers and dyslexic school readers participated in a lexical decision task. Words were manipulated according to two factors: word frequency (high vs.

Effects of an intervention in active strategies for text comprehension and recall.

The aim of this study was to investigate the effects of an intervention program to promote active text-processing strategies (main-idea identification and summarization) at two developmental levels (12- and 16-year-olds). The independent variables were training condition (experimental and control) and school level (7th and 10th grades). Several measures were taken as dependent variables: reading span, reading time, construction of macrostructure, and structural recall.