Electroencephalography physical phenomena. What does the EEG (electroencephalogram) of the brain show

The development of memory begins with an understanding of what exactly is called this word. It is necessary to realize the meaning of exercises that improve memory ability. According to the wording, this is a kind of mental activity. This function is designed to accumulate, store, reproduce in the mind the available information: impressions, skills and experience. Let's see how we can improve it.

The function of memory is given to man by nature, as well as to other living beings. Thanks to this property of the brain, a person uses his own and other people's experience to solve problems, forms a personality. Good memorization allows not only to cope with curricula but also contributes to success in life. Let us consider further some methods of developing memory or the ability to remember.

How to improve memory

Mnemonics for the development of memory is a part of the art associated with the ability to memorize, called mnemonics. It includes a number of techniques that make up a single methodology. In essence, one of the ways an abstract object when learning (for example, a text) turns into a visual (sound, sensual). Associations strengthen the assimilation of the received data. Bright images develop the imagination. By reading books and clearly presenting what is described in them, it is easier to remember the content.

Ways to develop memory will be implemented more successfully in people with a good imagination. After all, they tie information to images.
Memory development may depend on individual features. Some people are more comfortable using sounds, music, or feelings. Theatrical activity as a means of developing memory involves linking the material to real scenes and situations.
Memory exercises also include remembering the sequence of images when connecting them together into a picture. This technique is effective in mastering large amounts of information with its systematization. Let's take a closer look at specific methods.

Cicero or Roman room method

Experts often use the method called "Roman Room", which was used by Cicero. It is about learning something home environment. When playing back, a person remembers the room with its elements, and at the same time, facts and events emerge. A simple way to link information concepts to objects in a room consists of a number of steps.

Creation of a matrix that includes the main images. To do this, you can take any room: an apartment, office, shop, as well as part of the city. What is important is the sequence of passing through the consciousness of those objects to which the elements of information are attached.
We fix the route in order to exclude chaos from the process, to make memorization logical, meaningful.
Linking to well-known images of information from which a coherent narrative can be made.
We apply the rules of memory.

We associate new images with light places, making them clear.
We turn big into small and vice versa.
We give dynamics, move the image.

Recommendations for the development of memory using the Cicero method are given by trainings in the first place. After all, it is simple and effective remedy which will be enough for some people. The workout can be done anywhere.

Using Emotion as a Method

Other recommendations for the development of memory - bringing the memorized information in line with emotions. So you can master quite large volumes of it. In a cheerful mood, the positive is easily perceived. And it is better to memorize sad texts in a melancholy state, the assimilation process is more successful. If you need to master the information in the near future, you need to change your mood to coincide with it. Music for the development of such skills can be very useful, because it can be chosen according to the circumstances.

Use of stress

Negative facts are well perceived under moderate stress. The brain mobilizes resources more efficiently, information is also perceived as a threat. The active work of the intellect at the same time contributes to the provision of long-term memory. Information loaded into consciousness, as important, can be easily retrieved later.

And memory in this way is a subtle tool that not everyone can use. Some people, on the contrary, forget everything that happens in such situations. Therefore, the joint development of intelligence and memory by a group of people in this way is not practiced (for example, by teachers at school). It is known that the dose of stress is individual for everyone, as well as the way of immersion in such a state. Training is carried out according to the following rules:

choosing a way to enter into stress;
determination of its dose (with a short duration);
period monitoring effective work brain;
the whole process is controlled.

You can put your hands in cold water or remember a bad situation, to which information is then attached to remember. A quarter or half an hour after the sensations received, the material is mastered calmly, after which the memory parameters deteriorate.

Organization of attention

With careful concentration, a person is able to remember a large amount of information with details and details. Consciousness acts selectively, dwelling on the most important. To train in a calm state, you need to try to remember any object or drawing on it - the development of visual memory. Next time we train complex technique: enumerate functions mobile phone. By developing the habit of making descriptions, a person trains attention, observation, improving the ability to remember.

Method of reflection

Understanding what we remember ensures the development of reliable long-term memory. You can read the text and retell it without understanding, which is of little use and is not applied in life. But if you realize the material with the possibility of further practical use of knowledge, the process becomes more complicated, acquiring quality. It occurs in compliance with a number of the following rules.

Prediction of information: you need to imagine what the book is written about, which you need to read and remember. Highlighting the main thing, one should not pay attention to details, but when reading the material, compare it with the forecast.
Reflection on emerging issues (activation of thinking), which helps the brain to highlight the main thing.
Establishing causal relationships, connecting logic. With this approach, you can easily put together one whole from fragments.
By breaking the mastered volume into fragments, and then collecting it into a single whole (analysis and synthesis), we help ourselves to meaningfully study it.
The possibility of practical application of knowledge, when information is linked to reality, will help to understand what is being studied. Beneficial process helps memory, promotes activation random access memory(of its kind, which is applicable to the achievement of goals).

Other effective methods

Other methods that include mnemonics are also based on human susceptibility. The main principle is being implemented - the use of visual, sound and sensory representations, abstract objects and concepts.

The heightened interest method assumes that things and events that arouse curiosity are most clearly remembered. Productively remember information that can be useful. In terms of the implementation of RAM, you need to evaluate the benefits of mastering the material.
Repetition is the most popular way to train memory. Its bad side is that it develops not long-term, but short-term memory. But for some cases this is the most suitable technique. An exercise in the development of auditory memory can be carried out precisely with repetition.
The essence of the method of collecting and accumulating information is to memorize information from various sources about the same thing. An example is the study of a subject from several textbooks. Otherwise, the information presented complements the previous one, providing a better understanding and perception. In terms of memorization, the development of short-term and long-term memory occurs.

It is known that memory is of several varieties: visual, auditory, motor ability to memorize. In some people, one of the types predominates, which he chooses for the best memorization. But also this or that kind can be developed.

The development of visual memory is carried out by processing the impressions of the day before going to bed. Another memory exercise is to close your eyes and list things you see. You also need to try to remember the faces of new acquaintances by comparing their facial features.
Auditory memory is developed by repeating phrases after speakers, including intonations. It is useful to learn poems, fragments of songs performed by artists. And also music played for the development of the brain and memory by ear will help.
Strengthening the motor ability to memorize is dancing, and finger gymnastics is an excellent exercise for developing memory. It is necessary to reproduce the broken lines and curves seen on paper and compare the result with the original line. Or copy foreign letters. Such finger gymnastics is especially effective for developing memory in relation to hieroglyphs.
Tongue twisters for memory development are based on specific mnemonics. For training, you can first quickly read the captions under the pictures with memorizing the images. After that, the eyes should be closed and the tongue twister should be repeated according to the visual image, and not according to the text. Memorability is good if it worked the first time.

Conclusion

There are various ways to develop memory. But the proven techniques described above provide a guarantee of improving the human brain and its abilities, as they describe the ways in which this can happen. In life, you have to not only memorize, but also analyze data, process and systematize it. At the same time, the memory does not remain unchanged, it can be developed to the best parameters.

Memory is a kind brain activity, which is designed to store, accumulate and recreate various data. But with age, many notice that their memory is weakening and are looking for ways to train and develop memory.

Often, memory is subjected to involuntary, unconscious training, a person performs memory development exercises, for example, keeping a list of upcoming purchases in the store in his mind instead of writing it down, mastering information related to his work, telling someone the plot of a film or book that impressed him.

Giving up bad habits (nicotine, alcohol)

Holding on fresh air at least an hour a day, which will ensure that the brain cells receive enough oxygen

Sports.

Healthy sleep for at least 8 hours for a full recovery of the brain.

Proper nutrition, including foods with high content useful elements (kefir, yogurt, cottage cheese, eggs, liver, oily fish, vegetables, fruits, greens). The use of certain vitamins (C, B, E, D, P), with food or in the form of tablets.

Daily reading.

Memory can be divided into 2 types - visual and auditory. Each of them has its own ways of development.

The following methods are used to develop visual memory:

Scattered match method. It consists of laying out on the table, for starters, 5 matches, remembering how they lay, mixing and reproducing the original order. Over time, the number of matches must be increased.

Schulte tables. special tables filled with certain symbols. For 5 minutes it is supposed to carefully look through one of them, then the table is removed and reproduced from memory on paper with the highest possible accuracy.

Aivazovsky method. It was named after the famous artist, who was rumored to have a strong photographic memory. When using the method, you need to consider an image for 5 minutes, then close your eyes and reproduce in detail what you saw.

Training of visual memory with the assistance of various household trifles. For example, you can memorize the numbers of cars passing by, periodically changing the usual routes and paying attention to their features, carefully observing the landscape from the window, while attention should be concentrated on each small element in turn, for example, on a tree branch.

Auditory memory is no less important than visual memory, moreover, the information learned with its help is stored longer.

There are three effective ways to train auditory memory:

Reading aloud for at least 10 minutes every day;

Studying poems by memory, followed by playing them aloud;

To remember this or that information, it is useful to explain it to other people.

Among the unusual, but effective ways to improve memory, one can also note the game of association, as well as reading and pronouncing words backwards. For example, a date can be easily remembered by associating each of its numbers with an object, animal, etc., or with some letter, for example, with the one with which this number begins. And reading words from the end trains the retention of the necessary information in memory.

From everything that has been said so far about human memory, it follows that it is a complex, dynamic neuropsychological system that can both improve and collapse. Let us turn to the consideration of the process of development, i.e. improvement of human memory.

The development of memory can occur both in phylogenesis and in ontogenesis. In the process of a single person's life, it goes in two main directions: towards improving the natural memory of a person (memory as a lower mental function) and towards the formation and improvement of a person's socially conditioned memory (memory as a higher mental function). Accordingly, there are two different process memory development: natural and artificial. The natural process of memory development is its gradual improvement with age as a person accumulates life experience. Such a process takes place in human life and can occur under the influence of various factors. An artificial process of memory development is a specially organized, pre-thought-out and expedient process of its improvement, carried out experimentally. In scientific psychology, the process of natural development of memory has been studied in more detail, while in applied and practical psychology- the process of its artificial improvement.

Majority scientific research development of memory, performed in psychology, concerned how memory naturally changes under the influence of various living conditions. Most often, scientists were interested in the development of human memory that occurs with age, especially in childhood. Some studies have included the study of the process of memory development in specially organized and controlled conditions(It was assumed that it was these conditions that would most contribute to its artificial development).

The phylogenetic direction of the development of memory is a process of its improvement throughout the history of the human race. The knowledge about this process that has developed in science is relatively weakly confirmed by experimental data, since we are talking about the memory of people who lived in times distant from us. Almost no information has been preserved about it, and therefore the process of the development of people's memory in phylogenesis has to be restored hypothetically, using, on the one hand, modern knowledge about human memory, on the other hand, information that has come down to us about the lifestyle and culture of people who lived in different historical eras. Among the studies devoted to the analysis of the phylogeny of memory, we can name the work of P.P. Blonsky, whose ideas will be briefly outlined below.

Based on the knowledge of how the memory of an individual person develops in ontogenesis, it can be assumed that the development of memory in phylogenesis proceeded in approximately the same way and along the same or close to them paths. Proceeding from this, it is possible to present the main directions and ways of the probable development of human memory in phylogenesis as follows.

1. Invention and development of mnemonic tools by people, their gradual improvement from generation to generation.
2. Creation and improvement of techniques for using appropriate means for memorizing, storing and reproducing information from memory.
3. Improving interpersonal communications, i.e. communication or exchange of information between people in order to enrich their collective memory, as well as the exchange of experience in the use of various mnemonic tools. This, in particular, was facilitated by the invention and improvement of languages, translations from one language to others, means of communication and the education system.
4. A gradual transition from less developed to more developed types of memory, for example, from mechanical to logical, from direct to indirect, from involuntary to arbitrary.

The second way of human memory development is ontogenetic. It concerns the possible changes in memory throughout life. individual person. This process can be explored naturally many modern people, and it is much better understood than the phylogeny of human memory.

In the ontogenetic development of the memory of a single person, in turn, the following particular directions of its progressive transformation can be distinguished.

1. Mastering the processes of memory, their conscious and volitional regulation.
2. The transition from the use of external means of controlling memory to internal means of its regulation (this is one of the directions associated with the transformation of memory from a lower mental function into a higher mental function).
3. The transition from mechanical to logical memory, i.e. inclusion of thinking in memory processes.
4. Mastering ready-made and inventing new mnemonic tools with their subsequent use for memory management.

In addition, when studying the ontogenetic development of memory, one can consider each of its processes - memorization, preservation, reproduction or recognition - separately. We are talking about the gradual improvement of all human memory processes. Such a formulation of the question is possible because memory processes are relatively independent of each other and, accordingly, can change (improve, develop) relatively independently of each other.

All the directions of memory development outlined above relate mainly to natural process her changes. However, there are many studies aimed at studying the process of memory development in artificially created, experimental conditions. The data obtained in these studies can also be classified according to individual areas of memory development, but this is more difficult than building a classification of possible areas for the natural improvement of human memory. The reasons for this state of affairs are as follows. Firstly, experiments aimed at improving human memory concerned only its individual types and processes, and the results obtained in them cannot be unconditionally extended to memory as a whole. Secondly, under the specific conditions created in the corresponding experiments, memory developed taking into account the specifics of these conditions themselves. If they are changed, then the memory of a person will develop differently. Consequently, the data of this kind of research can not always be generalized and transferred to real life.

Let us turn to a more detailed discussion of some of the particular studies on the development of memory. Domestic psychologist P.P. Blonsky (1884-1941) once expressed and substantiated the hypothesis that different types memory available to modern man, represent the stages of its phylogenetic or historical development, which, in turn, are reflected in the state of memory of modern man. These are, respectively, motor, affective (emotional), figurative and logical memory. Each of these types of memory arose and began to develop among people in certain historical conditions, and in the process of their change, others appeared and improved. complex types memory.

Motor memory, which arose first in order in history, was a memory for movements. She, according to P.P. Blonsky, appeared and began to develop among people from ancient times, starting approximately from the time when productive labor arose, when people invented and began to use various tools in it. To do this, they needed to memorize and pass on to each other, as well as from generation to generation, methods for making the appropriate tools and using them in labor. All this taken together stimulated the development of motor memory. This was also facilitated by a variety of ritual movements and actions associated with primitive religion, since the corresponding movements also had to be memorized, performed in a strictly defined sequence, preserved and passed on from generation to generation.

Affective is a memory for emotional experiences, including those associated with the conditions in which a person can most fully satisfy his needs, as well as with threats to his life. The emergence and improvement of this type of memory, according to P.P. Blonsky, contributed to the survival of people in harsh environmental conditions.

Another factor that apparently also contributed to the formation and development of motor and emotional memory in humans was the invention and use of language. The first means of communication or information exchange between people was the natural language of gestures and facial expressions. It, accordingly, had to be improved, memorized the movements associated with it and passed them on from generation to generation. It is also known that emotions are well conveyed with the help of language, and one of the first words in all naturally emerging languages turned out to be words denoting emotions. By sharing emotional experiences with each other using language primitive people conveyed to each other information about the vital significance for them of certain events related to the satisfaction of their needs, with the help of emotionally colored words they could warn each other about dangers.

Figurative is a memory for visual, auditory and other impressions. Activation and development of this type of memory is associated with the representation, preservation in a figurative form of this or that information. Historically, its appearance in people is associated with the emergence and development of the arts, primarily fine and theatrical art, as well as religious cults and rituals. In addition, figurative memory is necessary in productive labor, for example, in the process of making tools (the produced tool had to be correlated with its conceived model stored in the figurative memory of a person, and the future result of such labor must be represented and stored in memory in a figurative form).

Logical is a memory for thoughts, reasoning, conclusions, conclusions presented in an abstract form, for example, in the form of some ideas or explanations of what a person encounters in his life. The emergence and development of such a memory in people, most likely, was associated with the emergence and development of scientific knowledge, verbal and logical thinking.

From a different angle, he considered the phylogenetic and ontogenetic development of memory by L.S. Vygotsky. He believed that the main direction in the improvement of human memory in phylogenesis is its gradual transformation from a lower to a higher mental function. The development of memory in this direction, according to L.S. Vygotsky, is due to the improvement of mnemotechnical means (the transformation of direct memory into indirect memory), the development of language and the formation of speech, in particular inner speech, as a result of which a person’s memory becomes indirect and arbitrary. In addition, the development of memory, according to L. S. Vygotsky, was facilitated by the inclusion in mnemonic processes of other cognitive functions of a person, primarily thinking. This ensured the transformation of mechanical memory into logical. The fourth direction in the development of memory is a gradual transition in its regulation from reliance on external mnemotechnical means to the use of internal mnemotechnical means.

A special experimental study of the process of ontogenetic development of memory in line with the ideas of L.S. Vygotsky, connected with his cultural-historical theory, was organized and conducted by A.N. Leontiev. He showed how one mnemonic process - direct memorization - is supplemented with age by another mnemonic process - externally mediated, and then - internally mediated memorization. According to A.N. Leontiev, this happens due to the child's assimilation of more advanced means-stimuli used to memorize, preserve and reproduce the material. The role of mnemotechnical means in the development of memory is that "referring to the use aids, we thereby change the fundamental structure of our act of remembering: previously direct, immediate, our remembering becomes mediated.

Based on experiences with children different ages and students undergraduate students university, A.N. Leontiev plotted the development of direct and indirect memorization in ontogeny, shown in Fig. 18.

Rice. 18.

These graphs show that from preschool to primary school age, direct rather than indirect memory improves faster. Then the dynamics of the development of these two types of memorization (from primary school age to adolescence) becomes approximately the same: both graphs follow almost parallel to each other. Outside adolescence, the picture of the development of direct and mediated memory changes: now mediated rather than direct memorization begins to develop faster. Following this, both graphs show a tendency towards gradual convergence and intersection with each other (hypothetically, on the right, outside the curves shown in Fig. 18). This, apparently, indicates that mediated memorization in its development over time catches up with direct memorization and surpasses it in productivity.

If we continue both graphs to the right (on them A.N. Leontiev presented only experimentally established and verified data), then we can find the point of their intersection, and then, in the process of memory development, indirect memorization overtakes direct memorization in its development. This means that a qualitative restructuring of a person's memory is taking place, and he will begin to use memory mainly as a higher mental function (in terms of its productivity, it surpasses memory as a lower mental function).

Discussing the results obtained in his experiment, A.N. Leontiev draws the following conclusions, which are relevant both to the ontogeny and the phylogeny of human memory. The development of human memory, according to the scientist, goes in two separate but interconnected directions: along the line of development and improvement of the means of memorization that exist in the form of stimuli acting from the outside on a person, and along the line of turning these means into internal ones. The use of external means-stimuli of memorization transforms the act of memorization from direct to indirect. This first line of development of memory in its natural, historical continuation is nothing but the line of development of human writing. Developing and differentiating, the external mnemonic sign further turns into a written sign. At the same time, its function is becoming more specialized and acquiring new features. In its developed form, the written sign actually denies this function, i.e. memory as such, with which his birth was originally associated. In modern conditions, the improvement of human memory along this line has led to the creation and use of electronic, technical means of memory management, primarily computers and communications (memory blocks built into them). The second line of memory development is the transition from the use of external means of memorization to the use of internal funds. This is the line of development of the higher, logical memory of man. Like the first line, it is directly related to common process cultural and historical development of mankind and its progress.

If, from the point of view of the established and described by A.N. Leontiev of the patterns of memory development, consider the previously given data on its phylogenetic and ontogenetic transformations, then we can come to the following conclusions.

1. After a qualitative restructuring of a person's memory has taken place, the very process of its development also changes. This change lies in the fact that if earlier memory was improved mainly due to what was given to a person by nature, and exercises (improvement of memory as a lower mental function), now its development is due to the development by a person of new sign systems, tools, machines and other mnemotechnical means (improvement of memory as a higher mental function).
2. Improving memory as a lower mental function has limitations and is unpromising for it. further development for two reasons. Firstly, by the age when both lines of memory development (according to A.N. Leontiev) intersect (this, logically, should occur between the ages of 30 and 40), the possibilities for improving memory as a lower mental function turn out to be practically exhausted. , and then this memory (after 40-50 years) begins to gradually deteriorate due to the aging process of the body occurring in these years. Secondly, natural memory, limited in its capabilities and deteriorating with age, no longer suits a person. He begins to search for new ways not only to preserve, but also to develop his memory. Memory, as the highest mental function, provides him with the appropriate opportunities.
3. Acting in the form of a higher mental function, a person’s memory becomes relatively independent of his actual physical state, since a person, especially today, has at his disposal huge in number and diverse in their functions, accessible and fast-acting external means - material custodians of his memory, allowing him to remember, save and at the right time to reproduce what he is interested in (for example, the Internet, a computer and other technical means of storing information). In addition, the older a person becomes, the more he develops intellectually, the more perfect his memory becomes as a higher mental function. The development in question goes far beyond the age at which the graphs obtained by A.N. Leontiev, hypothetically intersect.
4. In those cases of life when a person who has become an adult or an aging person tries to remember something with the help of natural memory (memory as a lower mental function), he experiences significant difficulties, and he inevitably has problems that he did not have in childhood and adolescence. When a person consciously uses his socially conditioned memory (memory as the highest mental function), he does not have such problems or, in any case, he successfully overcomes them.

A.N. Leontiev was not the only Russian psychologist who studied human memory in the process of its development in ontogeny. This was also done by P.I. Zinchenko, A.A. Smirnov, Z.M. Istomin and many others. V.Ya. expressed and substantiated her point of view on the process of memory development. Laudis, who, regardless of A.N. Leontiev and in line with the ideas of L.S. Vygotsky investigated the corresponding process. If A.N. Leontiev was mainly interested in the development of mediated memory, then V.Ya. Laudis paid attention to the formation and development of arbitrary memory. In addition, the concept of memory development according to V.Ya. Laudis differed in that she did not separate arbitrariness and mediation as different characteristics of memory and assumed that both of them are interrelated aspects of a single, complex development of memory. V.Ya. Laudis accordingly singled out the following four levels of memory development as the highest mental function.

1. Involuntary and immediate memory.
2. The first intermediate level of arbitrary memory development: externally mediated arbitrary memory.
3. The second intermediate level of arbitrary memory development: internally mediated arbitrary memory.
4. The highest level of memory development is the so-called "meta-memory". Such a memory, according to V.Ya. Laudis, is not reduced only to the organization of internal relations between individual mental functions and memory, for example between memory and thinking. It presupposes certain social conditions for the functioning of human memory, associated with the use of modern technical and other means of processing, storing, transmitting and reproducing information external to a person, i.e. actually goes beyond what is really going on in his head, and accordingly does not have its own anatomical and physiological basis. This is memory, supplemented by the wide possibilities for its improvement, which are opened up by modern material and spiritual culture.

Contrary to the opinion of P.P. Blonsky, it was more logical to assume that affective and motor memory in people could appear and develop not sequentially, but in parallel. Their joint presence is a more essential condition for survival for a person than separately taken motor or emotional memory. In addition, both types of memory are found not only in humans, but also in all more or less developed animals in the form of various protective reflexes accompanied by emotional reactions and movements corresponding to them.
Leontiev A.N. Development higher forms memorization // Reader by general psychology: the psychology of memory. M „ 1979. S. 166.

Today we live in the world and daily merge with the flow of information. The volume of knowledge and skills increases from year to year and accumulates, which places an increasing burden on the memory of each subsequent generation. The development of memory and attention are extremely interconnected, since the percentage of memorized information depends on attentiveness and the ability to concentrate on a specific object. The improvement and development of memory is quite complex, but it is simply necessary in our days for a normal life in society. There are many ways and methods aimed at training memory and improving the attentiveness of each person. Without improving your own memory, you can easily get lost in the flow of information. The development of memory is a process of change and formation of formations that provide continuity in the life of everyone, form a plan for actual behavior, and much more.

Basic types of memory.

Human memory can be classified into several types, since each of them differs significantly in the way information is collected, the time of assimilation and retention.
Types of memory:

Motor memory is one of the earliest types of memory responsible for storing and reproducing movements. It contributes to the reproduction of movements worked out to automatism - climbing stairs, walking and much more;
emotional memory – features of memory development of this type are associated with experiences that accompany specific events. It allows you to better adapt to environment and develop a warning system. So, sensations can be fixed and stored for many years almost instantly;
Figurative memory - functions in conjunction with the work of the senses and sensory systems. Information is stored as separate images. As a result, several subspecies of this category of memory are distinguished: visual, auditory, olfactory, tactile and gustatory;
logical memory is formed as a result of the influence of the signaling system, since without understanding it is quite difficult to remember this or that action;
Eidetic memory - allows you to reproduce vivid events with the smallest details and details.

Basic mechanisms and processes of memory.

Features of memory development are studied by a number of sciences: biochemistry, physiology, psychology, etc., since the process of preserving and reproducing information directly depends on nerve connections(so-called associations). Memory has the following characteristics:

Memory capacity - allows you to memorize and store information in a certain amount. To increase will require patience and regular training;
Speed of reproduction - the maximum speed of reproduction of the necessary information in practical activities. To solve a specific problem, you need quick search and reproduction of the required information;
Accuracy of reproduction - the process of detailed memorization and detailed reproduction of information;
Duration of information storage - allows you to save and retain information in memory for a long time.

The development of memory requires patience from everyone, since this process is not easy and requires regular support. Some groups of words can be memorized by presenting the corresponding scripts and pictures. This method of memory development allows you to develop memory as quickly as possible and the human brain begins to work most efficiently, remembering all the necessary information.

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Introduction

Electroencephalography (EEG - diagnostics) is a method for studying the functional activity of the brain, which consists in measuring the electrical potentials of brain cells, which are subsequently subjected to computer analysis.

Electroencephalography makes it possible to qualitatively and quantitatively analyze the functional state of the brain and its reactions to stimuli, and also significantly helps in the diagnosis of epilepsy, tumor, ischemic, degenerative and inflammatory diseases of the brain. Electroencephalography allows you to evaluate the effectiveness of the treatment with an already established diagnosis.

The EEG method is promising and indicative, which allows it to be considered in the field of diagnostics. mental disorders. Application mathematical methods analysis of EEG and their implementation in practice allows you to automate and simplify the work of doctors. EEG is integral part objective criteria for the course of the disease under study in the general system of assessments developed for a personal computer.

1. Method of electroencephalography

The use of the electroencephalogram for the study of brain function and diagnostic purposes is based on knowledge gained from observations of patients with various lesions brain, as well as on the results of experimental studies on animals. The entire experience of the development of electroencephalography, starting from the first studies of Hans Berger in 1933, indicates that certain electroencephalographic phenomena or patterns correspond to certain states of the brain and its individual systems. The total bioelectrical activity recorded from the surface of the head characterizes the state of the cerebral cortex, both as a whole and its individual areas, as well as the functional state of deep structures at different levels.

Changes in intracellular membrane potentials(MP) cortical pyramidal neurons. When the intracellular MF of a neuron changes in the extracellular space, where glial cells are located, a potential difference arises - the focal potential. The potentials that arise in the extracellular space in a population of neurons are the sum of such individual focal potentials. Total focal potentials can be recorded using electrically conductive sensors from different brain structures, from the surface of the cortex or from the surface of the skull. The voltage of the currents of the brain is about 10-5 Volts. The EEG is a record of the total electrical activity of the cells of the cerebral hemispheres.

1.1 Leading and recording an electroencephalogram

The recording electrodes are placed in such a way that all the main parts of the brain are represented on the multichannel recording, denoted by the initial letters of their Latin names. IN clinical practice two main EEG derivation systems are used: the international "10-20" system (Fig. 1) and a modified scheme with a reduced number of electrodes (Fig. 2). If it is necessary to obtain a more detailed picture of the EEG, the "10-20" scheme is preferable.

Rice. 1. International layout of electrodes "10-20". Letter indices mean: O - occipital abduction; P - parietal lead; C - central lead; F - frontal lead; t - temporal abduction. Numerical indices specify the position of the electrode within the corresponding area.

Rice. Fig. 2. Scheme of EEG recording with monopolar leads (1) with a reference electrode (R) on the earlobe and with bipolar leads (2). In a system with a reduced number of leads, the letter indices mean: O - occipital lead; P - parietal lead; C - central lead; F - frontal lead; Ta - anterior temporal lead, Tr - posterior temporal lead. 1: R - voltage under the reference ear electrode; O - voltage under the active electrode, R-O - record obtained with monopolar lead from the right occipital region. 2: Tr - voltage under the electrode in the area of the pathological focus; Ta - voltage under the electrode, standing above the normal brain tissue; Ta-Tr, Tr-O and Ta-F - records obtained with bipolar lead from the corresponding pairs of electrodes

Such a lead is called a reference lead when a potential is applied to "input 1" of the amplifier from an electrode located above the brain, and to "input 2" - from an electrode at a distance from the brain. The electrode located above the brain is most often called active. The electrode removed from the brain tissue is called the reference electrode.

As such, the left (A1) and right (A2) earlobes are used. The active electrode is connected to "input 1" of the amplifier, the supply of a negative potential shift to which causes the recording pen to deflect upwards.

The reference electrode is connected to "input 2". In some cases, a lead from two shorted electrodes (AA) located on the earlobes is used as a reference electrode. Since the potential difference between the two electrodes is recorded on the EEG, the position of the point on the curve will be equally, but in the opposite direction, affected by changes in the potential under each of the pair of electrodes. In the reference lead under the active electrode, an alternating potential of the brain is generated. Under the reference electrode, which is away from the brain, there is a constant potential that does not pass into the AC amplifier and does not affect the recording pattern.

The potential difference reflects without distortion the fluctuations in the electrical potential generated by the brain under the active electrode. However, the area of the head between the active and reference electrodes is part of electrical circuit"amplifier-object", and the presence in this area of a sufficiently intense source of potential, located asymmetrically with respect to the electrodes, will significantly affect the readings. Therefore, in the case of a referential assignment, the judgment about the localization of the potential source is not entirely reliable.

Bipolar is called a lead, in which electrodes above the brain are connected to the "input 1" and "input 2" of the amplifier. The position of the EEG recording point on the monitor is equally affected by the potentials under each of the pair of electrodes, and the recorded curve reflects the potential difference of each of the electrodes.

Therefore, the judgment of the form of oscillation under each of them on the basis of one bipolar assignment is impossible. At the same time, the analysis of the EEG recorded from several pairs of electrodes in various combinations makes it possible to determine the localization of potential sources that make up the components of a complex total curve obtained with bipolar derivation.

For example, if there is a local source of slow oscillations in the posterior temporal region (Tp in Fig. 2), when the anterior and posterior temporal electrodes (Ta, Tr) are connected to the amplifier terminals, a recording is obtained containing a slow component corresponding to slow activity in the posterior temporal region ( Tr), superimposed on it by faster oscillations generated by the normal medulla of the anterior temporal region (Ta).

To clarify the question of which electrode registers this slow component, pairs of electrodes are switched on two additional channels, in each of which one is represented by an electrode from the original pair, that is, Ta or Tr, and the second corresponds to some non-temporal lead, for example F and O.

It is clear that in the newly formed pair (Tr-O), including the posterior temporal electrode Tr, located above the pathologically altered medulla, there will again be a slow component. In a pair whose inputs are fed with activity from two electrodes placed over a relatively intact brain (Ta-F), a normal EEG will be recorded. Thus, in the case of a local pathological cortical focus, the connection of an electrode located above this focus, paired with any other one, leads to the appearance of a pathological component in the corresponding EEG channels. This allows you to determine the localization of the source of pathological fluctuations.

An additional criterion for determining the localization of the source of the potential of interest on the EEG is the phenomenon of oscillation phase distortion.

Rice. 3. Phase relation of records at different localization potential source: 1, 2, 3 - electrodes; A, B - channels of the electroencephalograph; 1 - the source of the recorded potential difference is located under the electrode 2 (records on channels A and B are in antiphase); II - the source of the recorded potential difference is located under the electrode I (the records are in phase)

The arrows indicate the direction of the current in the channel circuits, which determines the corresponding directions of the deviation of the curve on the monitor.

If you connect three electrodes to the inputs of two channels of the electroencephalograph as follows (Fig. 3): electrode 1 - to "input 1", electrode 3 - to "input 2" of amplifier B, and electrode 2 - simultaneously to "input 2" of amplifier A and "input 1" amplifier B; Assuming that under electrode 2 there is a positive shift of the electric potential relative to the potential of the remaining parts of the brain (indicated by the sign "+"), then it is obvious that the electric current due to this potential shift will have the opposite direction in the circuits of amplifiers A and B, which will be reflected in oppositely directed displacements of the potential difference - antiphases - on the corresponding EEG records. Thus, the electrical oscillations under electrode 2 in the records on channels A and B will be represented by curves having the same frequencies, amplitudes and shape, but opposite in phase. When switching electrodes through several channels of the electroencephalograph in the form of a chain, antiphase oscillations of the investigated potential will be recorded through those two channels, to the opposite inputs of which one common electrode is connected, standing above the source of this potential.

1.2 Electroencephalogram. Rhythms

The nature of the EEG is determined by the functional state nervous tissue, as well as flowing in it metabolic processes. Violation of the blood supply leads to the suppression of the bioelectric activity of the cerebral cortex. An important feature EEG is its spontaneous nature and autonomy. The electrical activity of the brain can be recorded not only during wakefulness, but also during sleep. Even with deep coma and anesthesia, a special characteristic pattern of rhythmic processes (EEG waves) is observed. In electroencephalography, four main ranges are distinguished: alpha, beta, gamma and theta waves (Fig. 4).

Rice. 4. EEG wave processes

The existence of characteristic rhythmic processes is determined by the spontaneous electrical activity of the brain, which is due to the total activity of individual neurons. Electroencephalogram rhythms differ from each other in duration, amplitude and form. The main components of the EEG of a healthy person are shown in Table 1. The grouping is more or less arbitrary, it does not correspond to any physiological categories.

Table 1 - The main components of the electroencephalogram

Alpha(b)-rhythm: frequency 8-13 Hz, amplitude up to 100 μV. Registered in 85-95% of healthy adults. It is best expressed in the occipital regions. The b-rhythm has the greatest amplitude in a state of calm relaxed wakefulness with closed eyes. In addition to changes associated with the functional state of the brain, in most cases spontaneous changes in the amplitude of the β-rhythm are observed, expressed in an alternating increase and decrease with the formation of characteristic "Spindles", lasting 2-8 s. With an increase in the level of functional activity of the brain (intense attention, fear), the amplitude of the b-rhythm decreases. High-frequency, low-amplitude irregular activity appears on the EEG, reflecting the desynchronization of neuronal activity. With a short-term, sudden external stimulus (especially a flash of light), this desynchronization occurs abruptly, and if the stimulus is not of an emotiogenic nature, the b-rhythm is restored quite quickly (after 0.5-2 s). This phenomenon is called "activation reaction", "orientation reaction", "b-rhythm extinction reaction", "desynchronization reaction".

· Beta(b)-rhythm: frequency 14-40 Hz, amplitude up to 25 μV. Best of all, the B-rhythm is recorded in the region of the central gyri, but it also extends to the posterior central and frontal gyri. Normally, it is very weakly expressed and in most cases has an amplitude of 5-15 μV. β-Rhythm is associated with somatic sensory and motor cortical mechanisms and gives an extinction response to motor activation or tactile stimulation. Activity with a frequency of 40-70 Hz and an amplitude of 5-7 μV is sometimes called the g-rhythm; it has no clinical significance.

Mu(m)-rhythm: frequency 8-13 Hz, amplitude up to 50 μV. The parameters of the m-rhythm are similar to those of the normal b-rhythm, but the m-rhythm differs from the latter physiological properties and topography. Visually, the m-rhythm is observed only in 5-15% of the subjects in the rolandic region. m-rhythm amplitude (in rare cases) increases with motor activation or somatosensory stimulation. In routine analysis, the m-rhythm has no clinical significance.

Theta(I) activity: frequency 4-7 Hz, amplitude of pathological I-activity? 40 μV and most often exceeds the amplitude of normal brain rhythms, reaching 300 μV or more in some pathological conditions.

· Delta (d) -activity: frequency 0.5-3 Hz, the amplitude is the same as that of I-activity. I- and d-oscillations can be present in a small amount on the EEG of an awake adult and are normal, but their amplitude does not exceed that of the b-rhythm. An EEG is considered pathological if it contains i- and d-oscillations with an amplitude of ?40 μV and takes up more than 15% of the total recording time.

Epileptiform activity is a phenomenon typically observed on the EEG of patients with epilepsy. They arise as a result of highly synchronized paroxysmal depolarization shifts in large populations of neurons, accompanied by the generation of action potentials. As a result, high-amplitude sharp-shaped potentials arise, which have the appropriate names.

Spike (eng. Spike - tip, peak) - a negative potential of an acute form, lasting less than 70 ms, amplitude? 50 μV (sometimes up to hundreds or even thousands of μV).

· An acute wave differs from a spike in its extension in time: its duration is 70-200 ms.

· Sharp waves and spikes can combine with slow waves, forming stereotypical complexes. Spike-slow wave - a complex of a spike and a slow wave. The frequency of spike-slow wave complexes is 2.5-6 Hz, and the period, respectively, is 160-250 ms. An acute-slow wave is a complex of an acute wave and a slow wave following it, the period of the complex is 500-1300 ms (Fig. 5).

An important characteristic of spikes and sharp waves is their sudden appearance and disappearance, and a clear difference from the background activity, which they exceed in amplitude. Acute phenomena with appropriate parameters that do not clearly differ from background activity are not designated as sharp waves or spikes.

Rice. 5 . The main types of epileptiform activity: 1 - adhesions; 2 - sharp waves; 3 - sharp waves in the P-band; 4 - spike-slow wave; 5 - polyspike-slow wave; 6 - sharp-slow wave. The value of the calibration signal for "4" is 100 µV, for the rest of the records - 50 µV.

Flare is a term for a group of waves with sudden appearance and disappearance, clearly different from background activity in frequency, shape and / or amplitude (Fig. 6).

Rice. 6. Flashes and discharges: 1 - flashes of b-waves of high amplitude; 2 - bursts of high-amplitude B-waves; 3 - flashes (discharges) of sharp waves; 4 - flashes of polyphase oscillations; 5 - bursts of q-waves; 6 - flashes of i-waves; 7 - flashes (discharges) of spike-slow wave complexes

Discharge - a flash of epileptiform activity.

The pattern of an epileptic seizure is a discharge of epileptiform activity, typically coinciding with a clinical epileptic seizure.

2. Electroencephalography in epilepsy

Epilepsy is a disease characterized by two or more epileptic seizures (seizures). epileptic seizure short, usually unprovoked, stereotypic disturbance of consciousness, behavior, emotions, motor or sensory functions, which even clinical manifestations can be associated with the discharge of an excess number of neurons in the cerebral cortex. The definition of an epileptic seizure through the concept of a discharge of neurons determines essential EEG in epileptology.

Clarification of the form of epilepsy (more than 50 options) includes mandatory component description of the characteristic EEG pattern for this form. The value of the EEG is determined by the fact that epileptic discharges, and, consequently, epileptiform activity, are also observed on the EEG outside of an epileptic seizure.

Reliable signs of epilepsy are discharges of epileptiform activity and epileptic seizure patterns. In addition, high-amplitude (more than 100-150 μV) bursts of b-, I-, and d-activity are characteristic, however, by themselves they cannot be considered evidence of the presence of epilepsy and are evaluated in the context of the clinical picture. In addition to the diagnosis of epilepsy, EEG plays an important role in determining the form of epileptic disease, which determines the prognosis and choice of drug. EEG allows you to choose the dose of the drug by assessing the decrease in epileptiform activity and predict side effects by the appearance of additional pathological activity.

To detect epileptiform activity on the EEG, light rhythmic stimulation is used (mainly in photogenic seizures), hyperventilation, or other influences, based on information about the factors provoking seizures. Long-term recording, especially during sleep, helps to identify epileptiform discharges and epileptic seizure patterns.

Sleep deprivation contributes to the provocation of epileptiform discharges on the EEG or the seizure itself. Epileptiform activity confirms the diagnosis of epilepsy, but it is also possible under other conditions; at the same time, it cannot be registered in some patients with epilepsy.

Long-term registration of the electroencephalogram and EEG video monitoring, as well as epileptic seizures, epileptiform activity on the EEG is not constantly recorded. In some forms of epileptic disorders, it is observed only during sleep, sometimes provoked by certain life situations or the patient's activities. Consequently, the reliability of diagnosing epilepsy directly depends on the possibility of long-term EEG recording under conditions of fairly free behavior of the subject. For this purpose, special portable systems have been developed for long-term (12-24 hours or more) EEG recording under conditions close to normal life.

The recording system consists of an elastic cap with electrodes of a special design built into it, which make it possible to obtain high-quality EEG recording for a long time. The output electrical activity of the brain is amplified, digitized and recorded on flash cards by a cigarette case-sized recorder that fits in a convenient bag on the patient. The patient can perform normal household activities. Upon completion of the recording, the information from the flash card in the laboratory is transferred to a computer system for recording, viewing, analyzing, storing and printing electroencephalographic data and is processed as a regular EEG. The most reliable information is provided by EEG - video monitoring - simultaneous registration of the EEG and video recording of the patient during the stupa. The use of these methods is required in the diagnosis of epilepsy, when routine EEG does not reveal epileptiform activity, as well as in determining the form of epilepsy and the type of epileptic seizure, for the differential diagnosis of epileptic and non-epileptic seizures, clarifying the goals of the operation in surgical treatment, and diagnosing epileptic non-paroxysmal disorders associated with epileptiform seizures. activity during sleep, control of the correct choice and dose of the drug, side effects therapy, reliability of remission.

2.1. Characteristics of the electroencephalogram in the most common forms of epilepsy and epileptic syndromes

· Benign childhood epilepsy with centrotemporal spikes (benign rolandic epilepsy).

Rice. Fig. 7. EEG of a 6-year-old patient with idiopathic childhood epilepsy with centrotemporal spikes

Regular sharp-slow wave complexes with an amplitude of up to 240 μV are visible in the right central (C4) and anterior temporal region (T4), which form a phase distortion in the corresponding leads, indicating their generation by a dipole in lower sections precentral gyrus on the border with the superior temporal.

Outside the attack: focal spikes, sharp waves and/or spike-slow wave complexes in one hemisphere (40-50%) or two with unilateral predominance in the central and middle temporal leads, forming antiphases over the rolandic and temporal regions (Fig. 7).

Sometimes epileptiform activity is absent during wakefulness, but appears during sleep.

During an attack: focal epileptic discharge in the central and middle temporal leads in the form of high-amplitude spikes and sharp waves combined with slow waves, with possible spread beyond the initial localization.

Benign occipital epilepsy of childhood with early start(form of Panayotopoulos).

Outside of an attack: in 90% of patients, mainly multifocal high- or low-amplitude acute-slow wave complexes are observed, often bilateral-synchronous generalized discharges. In two-thirds of cases, occipital adhesions are observed, in a third of cases - extraoccipital.

Complexes occur in series when closing the eyes.

Blocking of epileptiform activity is noted by opening the eyes. Epileptiform activity on the EEG and sometimes seizures are provoked by photostimulation.

During an attack: epileptic discharge in the form of high-amplitude spikes and sharp waves, combined with slow waves, in one or both occipital and posterior parietal leads, usually extending beyond the initial localization.

Idiapathic generalized epilepsy. EEG patterns characteristic of childhood and juvenile idiopathic epilepsy with

Absences, as well as for idiopathic juvenile myoclonic epilepsy, are given above.

EEG characteristics in primary generalized idiopathic epilepsy with generalized tonic-clonic seizures are as follows.

Outside the attack: sometimes within the normal range, but usually with moderate or severe changes with I-, d-waves, flashes of bilaterally synchronous or asymmetric spike-slow wave complexes, spikes, sharp waves.

During an attack: a generalized discharge in the form of rhythmic activity of 10 Hz, gradually increasing in amplitude and decreasing in frequency in the clonic phase, sharp waves of 8-16 Hz, spike-slow wave and polyspike-slow wave complexes, groups of high-amplitude I- and d- waves, irregular, asymmetric, in the tonic phase I- and d-activity, sometimes culminating in periods of lack of activity or low-amplitude slow activity.

· Symptomatic focal epilepsies: characteristic epileptiform focal discharges are observed less regularly than in idiopathic ones. Even seizures may present not with typical epileptiform activity, but with flashes of slow waves or even desynchronization and flattening of the EEG associated with the seizure.

With limbic (hippocampal) temporal lobe epilepsy V interictal period there may be no changes. Usually, focal complexes of an acute-slow wave are observed in the temporal leads, sometimes bilaterally synchronous with one-sided amplitude predominance (Fig. 8.). During an attack - outbreaks of high-amplitude rhythmic "steep" slow waves, or sharp waves, or sharp-slow wave complexes in the temporal leads with spread to the frontal and posterior. At the beginning (sometimes during) a seizure, a unilateral flattening of the EEG may be observed. In lateral-temporal epilepsy with auditory and less often visual illusions, hallucinations and dream-like states, speech and orientation disorders, epileptiform activity on the EEG is observed more often. The discharges are localized in the middle and posterior temporal leads.

With non-convulsive temporal seizures proceeding according to the type of automatisms, a picture of an epileptic discharge is possible in the form of rhythmic primary or secondary generalized high-amplitude I activity without acute phenomena, and in rare cases in the form of diffuse desynchronization, manifested by polymorphic activity with an amplitude of less than 25 μV.

Rice. 8. Temporal lobar epilepsy in a 28-year-old patient with complex partial seizures

Bilateral-synchronous complexes of an acute-slow wave in the anterior temporal region with amplitude predominance on the right (electrodes F8 and T4) indicate the localization of the source of pathological activity in the anterior mediobasal regions of the right temporal lobe.

EEG in frontal lobe epilepsy in the interictal period does not reveal focal pathology in two thirds of cases. In the presence of epileptiform oscillations, they are recorded in the frontal leads from one or both sides, bilateral-synchronous spike-slow wave complexes are observed, often with a lateral predominance in the frontal regions. During a seizure, bilaterally synchronous spike-slow wave discharges or high-amplitude regular I- or d-waves can be observed, mainly in the frontal and / or temporal leads, sometimes sudden diffuse desynchronization. With orbitofrontal foci, three-dimensional localization reveals the appropriate location of the sources of the initial sharp waves of the epileptic seizure pattern.

2.2 Interpretation of results

EEG analysis is carried out during the recording and finally upon its completion. During recording, the presence of artifacts is assessed (induction of mains current fields, mechanical artifacts of electrode movement, electromyogram, electrocardiogram, etc.), and measures are taken to eliminate them. The frequency and amplitude of the EEG are assessed, characteristic graph elements are identified, and their spatial and temporal distribution is determined. The analysis is completed by the physiological and pathophysiological interpretation of the results and the formulation of a diagnostic conclusion with clinical and electroencephalographic correlation.

Rice. 9. Photoparoxysmal EEG response in epilepsy with generalized seizures

Background EEG was within normal limits. With increasing frequency from 6 to 25 Hz of light rhythmic stimulation, an increase in the amplitude of responses at a frequency of 20 Hz is observed with the development of generalized spike discharges, sharp waves, and spike-slow wave complexes. d- right hemisphere; s - left hemisphere.

Basic medical document according to EEG - a clinical and electroencephalographic report written by a specialist based on the analysis of a "raw" EEG.

The EEG conclusion should be formulated in accordance with certain rules and consist of three parts:

1) description of the main types of activity and graph elements;

2) a summary of the description and its pathophysiological interpretation;

3) correlation of the results of the previous two parts with clinical data.

The basic descriptive term in EEG is "activity", which defines any sequence of waves (b-activity, activity of sharp waves, etc.).

The frequency is determined by the number of vibrations per second; it is written in the corresponding number and expressed in hertz (Hz). The description gives the average frequency of the estimated activity. Usually, 4-5 EEG segments with a duration of 1 s are taken and the number of waves on each of them is calculated (Fig. 10).

Amplitude - range of electric potential fluctuations on the EEG; measured from the peak of the preceding wave to the peak of the subsequent wave in opposite phase, expressed in microvolts (µV). A calibration signal is used to measure the amplitude. So, if the calibration signal corresponding to a voltage of 50 µV has a height of 10 mm on the record, then, accordingly, 1 mm of pen deflection will mean 5 µV. To characterize the amplitude of activity in the description of the EEG, the most typical of its maximum values are taken, excluding jumping ones.

· The phase determines the current state of the process and indicates the direction of the vector of its changes. Some EEG phenomena are evaluated by the number of phases they contain. Monophasic is an oscillation in one direction from the isoelectric line with a return to the initial level, biphasic is such an oscillation when, after the completion of one phase, the curve passes the initial level, deviates in the opposite direction and returns to the isoelectric line. Polyphasic vibrations are vibrations containing three or more phases. in a narrower sense, the term "polyphase wave" defines a sequence of b- and slow (usually e) waves.

Rice. 10. Measurement of frequency (1) and amplitude (II) on the EEG

Frequency is measured as the number of waves per unit time (1 s). A is the amplitude.

Conclusion

electroencephalography epileptiform cerebral

EEG provides information about the functional state of the brain during different levels the patient's consciousness. The advantage of this method is its harmlessness, painlessness, non-invasiveness.

Electroencephalography has found wide application in the neurological clinic. EEG data are especially significant in the diagnosis of epilepsy; their role in the recognition of tumors of intracranial localization, vascular, inflammatory, degenerative diseases brain, coma. An EEG using photostimulation or sound stimulation can help differentiate between true and hysterical disorders vision and hearing or simulation of such disorders. EEG can be used for monitoring the patient. The absence of signs of bioelectrical activity of the brain on the EEG is one of the most important criteria for his death.

The EEG is easy to use, cheap, and does not involve exposure to the subject, i.e. non-invasive. EEG can be recorded near the patient's bed and used to control the stage of epilepsy, long-term monitoring of brain activity.

But there is another, not so obvious, but very valuable advantage of the EEG. In fact, PET and fMRI are based on the measurement of secondary metabolic changes in brain tissue, and not primary (that is, electrical processes in nerve cells). EEG can show one of the main parameters of work nervous system- the property of rhythm, which reflects the consistency of the work of different brain structures. Therefore, by recording an electrical (as well as magnetic) encephalogram, the neurophysiologist has access to the actual information processing mechanisms of the brain. This helps to reveal the blueprint of the processes involved in the brain, showing not only "where", but also "how" information is processed in the brain. It is this possibility that makes the EEG a unique and, of course, a valuable diagnostic method.

Electroencephalographic examinations reveal how the human brain uses its functional reserves.

Bibliography

1. Zenkov, L.R. Clinical electroencephalography (with elements of epileptology). Guide for doctors - 3rd ed. - M.: MEDpress-inform, 2004. - 368s.

2. Chebanenko A.P., Tutorial for students of the Faculty of Physics of the department "Medical Physics", Applied thermo- and electrodynamics in medicine - Odessa. - 2008. - 91s.

3. Kratin Yu.G., Guselnikov, V.N. Technique and methods of electroencephalography. - L .: Nauka, 1971, p. 71.

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