LEARNING ABILITIES HAVE BEEN PREVIOUSLY MEASURED IN THREE MAJOR WAYS: (1) PSYCHOMETRICALLY WITH PAPER AND PENCIL TESTS, (2) BY SPEEDED PERFORMANCE USING INFORMATION PROCESSING PARADIGMS, AND (3) ELECTROPHYSIOLOGICALLY WITH EEG AND EVOKED POTENTIALS (EPS).

LEARNING ABILITIES HAVE BEEN PREVIOUSLY MEASURED IN THREE MAJOR WAYS: (1) PSYCHOMETRICALLY WITH PAPER AND PENCIL TESTS, (2) BY SPEEDED PERFORMANCE USING INFORMATION PROCESSING PARADIGMS, AND (3) ELECTROPHYSIOLOGICALLY WITH EEG AND EVOKED POTENTIALS (EPS). RECENT APPLICATION OF COGNITIVE EVENT-RELATED POTENTIALS (ERPS) SUGGEST IMPORTANT RELATIONSHIPS BETWEEN COMPONENT LATENCY AND LEARNING CAPABILITY. THESE RELATIONSHIPS ARE ALSO BEING EXAMINED THROUGH NEUROMAGNETIC LOCALIZATION OF EVOKED RESPONSE COMPONENTS TO PATTERNED STIMULATION. IN ORDER TO DETERMINE THE EFFICIENCY OF THIS APPROACH FOR FURTHER WORK, A COMPREHENSIVE DATA REVIEW IS PROPOSED TO ASCERTAIN FROM THE EXISTING LITERATURE WHAT SPECIFIC AND GENERAL ATTRIBUTES OF LEARNING CAPABILITIES MAY UNDERLIE THE ERP FINDINGS. THIS EFFORT WILL BE DIRECTED TOWARD THE DESIGN OF A MAJOR ELECTROPHYSIOLOGICAL/NEUROMAGNETIC INVESTIGATION EMPLOYING ERP CORRELATES OF LEARNING ACTIVITY AS DETERMINED BY THE SURVEY. UTILIZATION OF SEVERAL BRAIN ELECTRICAL ACTIVITY MAPPING (BEAM) DEVICES WILL ALSO BE INVESTIGATED. THE PRIMARY BENEFIT OF THIS INITIAL EFFORT WILL BE THE INTEGRATION OF PREVIOUS PSYCHOMETRIC, INFORMATION PROCESSING, AND EEG/EP COGNITIVE ASSESSMENT TECHNIQUES WITH CURRENT ERP PARADIGMS TO PROMOTE THE DEVELOPMENT OF NOVEL AND, PERHAPS, PHYSIOLOGICALLY RELEVANT MEASURES OF LEARNING CAPABILITY.