Learning-disordered children's evoked potentials during sustained attention

Abstract

Evoked potentials and performance of 19 learning-disordered (LD) and 19 normally achieving children were studied in two versions of the Continuous Performance Test (CPT). In both CPT procedures, LD children made more errors of omission and commission than did normal children. Evoked potential differences between groups were especially prominent in the more difficult BX version of the CPT. LD children displayed significantly smaller late positive components (LPC) of the evoked potential to critical stimuli in the task. There were no LPC differences between diagnostic groups for noncritical stimulus categories. The results suggest a deficit in behavioral and cortical indices of sustained attention among LD children.