Disorders of top-down cognitive control in students with learning difficulties

摘要

The model of fixed set (for Uznadze’s paradigm) was used to estimate the functional activity of the cortico-thalamic system of selective attention and cortico-hyppocampal system of emotional and volitional activity in second-year medical students with learning difficulties (n = 20). The control group (n = 30) consisted of successfully studying students of the same year. We observed a significant reduction of induced reactions of neocortical EEG α oscillations in response to the facial stimuli or conditioning Go/NoGo signals in underperforming students. This indicates a decrease in the functional activity of the corticothalamic system of selective attention, i.e., weakening of the top-down cognitive control. This disorder is the psychophysiological basis of cognitive difficulties in the learning process. The amplitude of θ-range cortical potentials in underperforming students is significantly higher than that in the control group, i.e., the level of functional activity of the cortico-hippocampal system is higher, which indicates a higher level of stress. These findings make it possible to conclude that psychophysiological laboratory studies should be used as a supporting tool for high school teachers and psychologists during their work with students with learning difficulties.