Abstract
Two groups of students (with and without learning difficulties) were studied. In the experimental technique used in experiments, an increased load on the working memory by lengthening the interstimulus interval between the conditioning positive (Go) or inhibitory (NoGo) signals and the triggering stimulus was combined with EEG recording. In students with learning difficulties, the evoked synchronization/desynchronization of low-frequency α-oscillations (8–10 Hz) in individual intersimulation intervals was significantly weakened. The hypothesis of the disturbed coordinating mechanism of selective implicit attention with the involvement of the prefrontal cortex in the organization of cognitive activity in students with learning difficulties is discussed and substantiated.
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Original Russian Text © E.A. Kostandov, E.A. Cheremushkin, N.E. Petrenko, I.A. Yakovenko, 2018, published in Fiziologiya Cheloveka, 2018, Vol. 44, No. 1, pp. 12–19.
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Kostandov, E.A., Cheremushkin, E.A., Petrenko, N.E. et al. Weakening of the Top-Down Inhibitory Influences from the Prefrontal Cortex under the Loading of the Working Memory in Students with Learning Difficulties. Hum Physiol 44, 7–14 (2018). https://doi.org/10.1134/S0362119718010115
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DOI: https://doi.org/10.1134/S0362119718010115