Associations between developmental changes in error-related brain activity and executive functions in early childhood.
Associations between developmental changes in error-related brain activity and executive functions in early childhood.
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DOI：
10.1111/psyp.13040
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发表时间：
2018-03
期刊：
影响因子：
3.7
通讯作者：
Morrison FJ
中科院分区：
文献类型：
--
作者：
Grammer JK;Gehring WJ;Morrison FJ
行为证据表明，与儿童认知控制相关的技能（例如，反应抑制和注意力控制）在幼儿期迅速发展。一个特别重要的时间是过渡到小学。然而，目前对这一时期与认知控制相关的大脑过程的发育变化知之甚少，包括与错误监控相关的变化，包括错误相关负性（ERN）和错误正性（Pe）。此外，随着时间的推移，对认知控制的ERP相关性如何与这些技能的行为测量相关的理解也是有限的。在本研究中，重复评估4-6年。49名（平均年龄5岁10个月）儿童在Go/No-Go任务上的表现被收集，以检查6个月内错误处理和反应抑制的发展变化。数据显示，在每个时间点的ERN和Pe的存在下，但也显示了每个组件的重测关联的个体差异。去/不去任务和注意力控制的标准化措施的反应抑制的行为变化与错误处理的电生理措施的变化。其他分析比较同龄儿童谁已经完成了去/不去的任务，那些谁纵向参与显示，反复评估，儿童表现出的行为变化的表现，可以归因于两个发展和实践的影响，如战略适应。
Behavioral evidence indicates that skills associated with children's cognitive control (e.g., response inhibition and attentional control) undergo rapid development during early childhood. A particularly important time is the transition to elementary school. Yet, at present relatively little is known about developmental changes in the brain processes linked to cognitive control during this period, including those associated with error monitoring, including the error-related negativity (ERN) and the error positivity (Pe). Moreover, understanding how ERP correlates of cognitive control relate to behavioral measures of these skills over time is also limited. In the present study, repeated assessments of 4-6 yr. old children's (N=49, mean age=5 years 10 months) performance on a Go/No-Go task, were collected to examine developmental changes in error processing and response inhibition across 6 months. Data revealed the presence of both the ERN and Pe at each timepoint, but also showed individual differences in the test-retest associations for each component. Behavioral changes in response inhibition on the Go/No-go task and a standardized measure of attentional control were associated with changes in electrophysiological measures of error processing. Additional analyses comparing children of the same age who had completed the Go/No-go task once to those who participated longitudinally revealed that with repeated assessments, children exhibited behavioral changes in performance that could be attributed to both development and to the effects of practice, such as strategic accommodation.
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影响因子：
3.7
作者：
Meyer, Alexandria;Bress, Jennifer N.;Proudfit, Greg Hajcak
通讯作者：
Proudfit, Greg Hajcak
影响因子：
4.9
作者：
Duckworth, AL;Seligman, MEP
通讯作者：
Seligman, MEP
影响因子：
8.2
作者：
GEHRING, WJ;GOSS, B;DONCHIN, E
通讯作者：
DONCHIN, E
影响因子：
6.2
作者：
Desoete, A;Roeyers, H
通讯作者：
Roeyers, H
DOI：
10.1111/j.2517-6161.1995.tb02031.x
发表时间：
1995-01-01
影响因子：
5.8
作者：
BENJAMINI, Y;HOCHBERG, Y
通讯作者：
HOCHBERG, Y