ABSTRACT
The schoolchildren who had achieved high results in computer learning tasks showed a regular nature of changes in autonomic parameters, which was in concordance with steps taken in goal-oriented activity. Those with low results displayed higher and disconcorded changes in autonomic parameters, which were interpreted as a predisposition to emotional stress when learning computer tasks. The high-result schoolchildren made fewer errors in reaction-time tasks and signal differential tasks and spent less time in decision-making. They also differed from low-result schoolchildren by showing a higher frequency of beta-rhythm ECCG from forehead derivations and prevalent alpha-rhythm and also a higher proportion of teta-rhythm in the spectra of the forehead, central and parietal derivations as well as a higher coherence of alpha-rhythm from the forehead and parietal derivations of the left hemisphere.
