An ERP Reserch On Inhibition Of Return In Children With Learning Disabilities

Inhibition of Return(IOR)refers to the phenomenon that the stimulus becomes slower when its response is slower when it appears in a place where people have noticed before.In reviewing the previous research results of individual visual spatial attention,return inhibition,and attention of children with learning difficulties,based on the theory of perception inhibition proposed by Posner et al.,Using ERP technology,applying position-based clue-target paradigm The duration and volume characteristics of children’s return inhibition were studied.We selected 30 subjects with learning difficulties and control children from grades 4-6 to perform test tasks,identification tasks,sequenced clue tasks,and simultaneous clue tasks.The research results show that: in all tasks of visual space attention,children with learning difficulties have significantly longer reaction time than general control children,and the reaction speed is slower than ordinary children;children with learning difficulties and general children have target positions for clues in detection tasks and discrimination tasks.When the response of stimuli is significantly greater than that of the non-cue-based position,the amount of return inhibition of children with learning difficulties is significantly smaller than that of ordinary children;both children with learning difficulties and control children produce return inhibition of cues in adjacent and spaced locations,and children with learning difficulties The number of cue positions of return inhibition is less than that of ordinary children;the average amplitude of N1 components induced by return inhibition in children with learning difficulties is smaller than that of control children,and the average amplitude of P1 and P3 components induced in sequenced cue tasks is significantly larger than that of control children;children with learning difficulties Compared with control children,the inhibition of return induced both occipital lobe and temporal lobe.Children with learning difficulties had smaller activation areas and shallower activation levels than control children.Through experimental research,the following conclusions are drawn:First,children with learning difficulties start visual attention slowly,and children with learning difficulties have defects in the early perception stage of attention in the visual space.Second,both children with learning difficulties and ordinary children have the ability to produce return inhibition.The processing mechanism of attention in the visual space of the two is similar.Third,the ability of children with learning difficulties to suppress return at different time periods is weaker than that of ordinary children.Fourth,the capacity of return inhibition of children with learning difficulties is smaller than that of control children,and the generalization ability of return inhibition of children with learning difficulties is weaker than that of control children.Fifth,the ability of children with learning difficulties to return to inhibition is weaker than that of children in the early attention stage and late reaction stage of visual attention processing.