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[Change in cardiovascular activation in learning and performance situations in children with learning disorders].

A method is demonstrated for observing and statistically testing changes in cardiovascular activity in single cases between two types of situations, in this case a playing situation and a learning situation. Using this method it could be shown an abasement of cardiovascular activity during a learning situation together with their mother or father--compared to a playing situation--for 20 hyperactive children with learning problems of an average age of 9.7 years. Together with this abasement in cardiovascular activity there was observed a deterioration in the parent-child-relation. In the singles cases however it could be observed an abasement or an increase in cardiovascular activity. When the--often punishing--parent was replaced by a person who built up a positive relation to the child, there could be observed either an increase or an abasement or no change in cardiovascular activity, the effect being replaiable. The results point up to a critical examination of actual therapeutic concepts for children with learning problems.