认知电位P300与学习障碍的研究

目的探讨癫痫儿童的认知学习状况,观察其事件相关电位P300。方法采用学习障碍筛查量表（PRS）测量癫痫儿童60例和P300健康对照60例,并用丹麦维迪Keypoint诱发电位仪检测其事件相关电位P300。结果癫痫儿童潜伏期P300较正常儿童延长,差异无统计学意义（P〈0.01）;全面性发作组与部分性发作组比较,可见潜伏期延长,差异无统计学意义（P〉0.05）;癫痫儿童PRS量表总分、言语得分及非言语得分均较正常儿童降低,差异有统计学意义（P〈0.01）。结论本研究表明癫痫儿童存在学习障碍,P300可以较客观地以脑电形式及早反映癫痫儿童的认知学习状况。

Study on learning disability and P300 in children with epilepsy

Objective To investigate the cognitive and learning status of children with epilepsy, and observe their event-related potentiat（ERP）P300.Methods Auditory ERP P300 and the Pupil Rating Scale Revised Screening for Learning Disabilities （PRS） were conducted respectively in 60 children with epilepsy, and the results were compared with those of 60 healthy children. Dantec keypoint electro-physiologic instrument was used to detect ERP P300. Results The latency of P300 in children with epilepsy was significantly longer than that of control group（P 〈 0.01 ）. The P300 latency was slightly prolonged in children with generalized seizures, as compared with that in ones with partial seizures, but there was no significant difference between two groups（ P 〉 0.05）. The total score, verbal score and nonverbal score of PRS in children with epilepsy were significantly lower than those of control group（ P 〈 0.01 ）. Conclusion It is suggested that there is a learning disability in children with epilepsy, which can be revealed at early stage andevaluated objectively by P300 for cognitive and learning status.