Filtreler

2024 - 20252
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Yazar: Eroğlu, Günet × WoS Q: N/A ×

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Listeleniyor 1 - 2 / 2
  • Küçük Resim
    Yayın
    Assessing ChatGPT's accuracy in dyslexia inquiry
    (Institute of Electrical and Electronics Engineers Inc., 2024) Eroğlu, Günet; Harb, Mhd Raja Abou
    Dyslexia poses challenges in accessing reliable information, crucial for affected individuals and their families. Leveraging chatbot technology offers promise in this regard. This study evaluates the OpenAI Assistant's precision in addressing dyslexia-related inquiries. Three hundred questions commonly posed by parents were categorized and presented to the Assistant. Expert evaluation of responses, graded on accuracy and completeness, yielded consistently high scores (median=5). Descriptive questions scored higher (average=4.9568) than yes/no questions (average=4.8957), indicating potential response challenges. Statistical analysis highlighted the significance of question specificity in response quality. Despite occasional difficulties, the Assistant demonstrated adaptability and reliability in providing accurate dyslexia-related information.
  • Küçük Resim
    Yayın
    Electrophysiological signatures of developmental dyslexia: towards EEG-based biomarker identification and neurogenetic correlates
    (MDPI, 2025-06-30) Eroğlu, Günet; Harb, Mhd Raja Abou
    Dyslexia is a neurodevelopmental disorder characterized by altered hemispheric specialization and disrupted phonological processing. In this study, we applied Principal Component Analysis (PCA) to high-dimensional electroencephalographic (EEG) recordings from 200 children (100 dyslexic, 100 controls) to extract latent neurophysiological features associated with reading impairment. Our findings revealed significant right-hemisphere dominance in dyslexic individuals, particularly in the P8 electrode within the alpha band, consistent with compensatory neural strategies. Despite the absence of clinical comorbidities or medication use, distinct clustering emerged, supporting the utility of PCA for early screening. Future directions include correlating EEG-derived features with known dyslexia-related gene expression profiles (e.g., DCDC2, KIAA0319), neurotransmitter imbalances, and neuroinflammatory markers. These integrative analyses may establish EEG signals as reliable, non-invasive biomarkers for molecular-level screening in developmental learning disorders.