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We present a preliminary data-based assessment of measurement reliability of the commercial 14-electrode Emotiv EPOCTM EEG wireless system in distinguishing between electrophysiological states of emotional function, as compared to a standard research-lab stationary 32-electrode EEG system for personalized single-individual use. Individual observers completed two tasks designed to elicit neural changes in emotional arousal and valence while simultaneously recording their EEGs with both systems in separate sessions. Participants observed emotion-laden words from the ANEW database and images from the IAPS database, both widely used and validated databases for emotional processes in multidisciplinary research. The pattern of results distinguished between high and low arousal and valence states using the stationary traditional system, but not the commercial device. Also, the latter device recorded EEG band frequencies at a much lower resolution and frequency range than the standard system. These findings suggest poor validity when using the commercial device and therefore should be cautioned against in a research setting.

We bridge two analogous concepts of comorbidity, dyslexia-dyscalculia and reading-mathematical disabilities, in neuroscience and education, respectively. We assessed the cognitive profiles of 360 individuals (mean age 25.79 ± 13.65) with disability in reading alone (RD group), mathematics alone (MD group) and both (comorbidity: MDRD group), with tests widely used in both psychoeducational and neuropsychological batteries. As expected, the MDRD group exhibited reading deficits like those shown by the RD group. The former group also exhibited deficits in quantitative reasoning like those shown by the MD group. However, other deficits related to verbal working memory and semantic memory were exclusive to the MDRD group. These findings were independent of gender, age, or socioeconomic and demographic factors. Through a systematic exhaustive review of clinical neuroimaging literature, we mapped the resulting cognitive profiles to correspondingly plausible neuroanatomical substrates of dyslexia and dyscalculia. In our resulting "probing" model, the complex set of domain-specific and domain-general impairments shown in the comorbidity of reading and mathematical disabilities are hypothesized as being related to atypical development of the left angular gyrus. The present neuroeducational approach bridges a long-standing transdisciplinary divide and contributes a step further toward improved early prediction, teaching and interventions for children and adults with combined reading and math disabilities.