This paper describes continuing research on the building of neurocognitive models of the internal mental and brain processes of children using a novel adapted combination of existing computational approaches and tools, and using electro-encephalographic (EEG) data to validate the models. The guiding working model which was pragmatically selected for investigation was the established and widely used Adaptive Control of Thought-Rational (ACT-R) modeling architecture from cognitive science. The anatomo-functional circuitry covered by ACT-R is validated by MRI-based neuroscience research. The present experimental data was obtained from a cognitive neuropsychology study involving preschool children (aged 46), which measured their visual selective attention and word comprehension behaviors. The collection and analysis of Event-Related Potentials (ERPs) from the EEG data allowed for the identification of sources of electrical activity known as dipoles within the cortex, using a combination of computational tools (Independent Component Analysis, FASTICA; EEG-Lab DIPFIT). The results were then used to build neurocognitive models based on Python ACT-R such that the patterns and the timings of the measured EEG could be reproduced as simplified symbolic representations of spikes, built through simplified electric-field simulations. The models simulated ultimately accounted for more than three-quarters of variations spatially and temporally in all electrical potential measurements (fit of model to dipole data expressed as R 2 ranged between 0.75 and 0.98; P < 0.0001). Implications for practical uses of the present work are discussed for learning and educational applications in non-clinical and special needs children's populations, and for the possible use of non-experts (teachers and parents).

Educational neurofeedback, EEG, Event-Related Potentials, Inclusive education, Neurocognitive modeling, Personalization, Visual attention, Word comprehension
Frontiers in Computational Neuroscience
Department of Neuroscience

D'Angiulli, A, & Devenyi, P. (Peter). (2019). Retooling computational techniques for EEG-based neurocognitive modeling of children's data, validity and prospects for learning and education. Frontiers in Computational Neuroscience, 13. doi:10.3389/fncom.2019.00004