Methods: We used a 128-child ERP net for the ERP experiment. Two types of stimuli were presented as either congruent or incongruent stimuli. Congruent stimuli included a matching auditory sound with an animal image, whereas incongruent stimuli included unmatched animal sounds. A total of 24 age-matched children were recruited in the control (n = 12) and dyslexia (n = 12) groups. Children pressed button '1' or '2' when presented with congruent or incongruent stimuli, respectively. The P300 amplitudes and latencies with topographic voltage distribution were analysed for both groups.
Results: The dyslexia group evoked significantly higher P300 amplitudes at the T4 area than the control group. No significant differences were found in cases of P300 latency. Moreover, the dyslexia group demonstrated a higher intensity of P300 voltage distribution in the right parietal and left occipital areas than the control group.
Conclusion: Post-attentive integration for children with dyslexia is higher and that this integration process implicated the parietal and occipital areas.
Materials and Methods: Simple and complex sounds were used (pure tones and the naturally produced Malay consonant-vowels [CVs]) to evoke the cortical auditory-evoked potential (CAEP) signals. Moreover, this study analyzed the influence of related CAEP components that are distinct to the selected population and determined which of the ERP components among (CAEP) components is most affected by the two distinct stimuli. Moreover, the study used classification algorithms to discover the ability of the brain in distinguishing CAEP evoked by stimuli contrasts.
Results: The results showed some resemblance between our results and ERP waveforms outlined in previous studies conducted on native speakers of English. On the other hand, it was also observed that the P1 and N2 had a significant effect in amplitude due to different stimulus.
Conclusion: The results show high classification accuracy for the brain to distinguish auditory stimuli. Moreover, the results indicated some resemblance to previous studies conducted on native English speakers using similar tones and English CV stimuli. However, the amplitudes and latencies of the P1 were found to have a significant difference due to stimuli complexity.