Comparing Self-Regulation-Associated Event Related Potentials in Preschool Children with and without High Levels of Disruptive Behavior

AbstractEmpathy is crucial for maintaining effective social interactions. Research has identified both an early-emotional sharing and a late-cognitive component of empathy. Although considered a functionally vital social cognition process, empathy has scarcely been studied in schizophrenia (SZ). We used event-related potentials (ERPs) to study the temporal dynamics of empathic response in 19 patients with SZ and 18 matched healthy controls (HC) using an empathy for physical pain paradigm. Participants responded to pictures of hands in neutral and painful situations in an active empathic condition and one manipulated by task demands. Additionally, subjective ratings of the stimuli and empathic self-reports were collected. People with SZ had (1) decreased early-emotional ERP responses to pictures of others in pain; (2) decreased modulation by attention of late-cognitive ERP responses; (3) lower ratings of perspective taking and higher ratings of personal distress which were both related to decreased modulation of late-cognitive empathic responses; (4) a significant relationship between high affective overlap between somebody else's pain and their own pain and decreased modulation of late-cognitive empathic responses; (5) a distinct relationship between regulatory deficits in late-cognitive empathy and functioning. Patients had present but reduced early and late empathy-related ERPs. Patients also reported increased personal distress when faced with distress in others. The late ERP responses are thought to be associated with self-regulation and response modulation. The magnitude of these late responses was inversely associated with reported levels of personal distress in both patients and controls. Additionally, regulatory deficits in cognitive empathy were highly related with deficits in functioning. Decreased ability to regulate one's own emotional engagement and response to emotions of others may be an important source of distress and dysfunction in social situations for patients with schizophrenia.

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Preschool children with disruptive behavior: Three-year outcome as a function of adaptive disability

Development and Psychopathology ◽

10.1017/s0954579402001037 ◽

2002 ◽

Vol 14 (1) ◽

pp. 45-67 ◽

Cited By ~ 37

Author(s):

RUSSELL A. BARKLEY ◽

TERRI L. SHELTON ◽

CHERYL CROSSWAIT ◽

MAUREEN MOOREHOUSE ◽

KENNETH FLETCHER ◽

...

Keyword(s):

Preschool Children ◽

Disruptive Behavior ◽

Behavioral Problems ◽

Intellectual Development ◽

Adaptive Functioning ◽

Self Regulation ◽

Adverse Outcomes ◽

Risk Indicator ◽

Significant Discrepancy

A significant discrepancy between intelligence and daily adaptive functioning, or adaptive disability (AD), has been previously found to be a associated with significant psychological morbidity in preschool children with disruptive behavior (DB). The utility of AD as a predictor of later developmental risks was examined in a 3-year longitudinal study of normal ( N= 43) and DB preschool children. The DB children were grouped into those with AD (DB+AD; N = 28) and those without AD (DB-only; N = 98). All children were followed with annual evaluations to the end of second grade. Both DB groups demonstrated substantial and pervasive psychological and educational morbidity at 3-year follow-up. In comparison to DB-only children, DB+AD children had more symptoms of attention-deficit hyperactivity disorder (ADHD) and conduct disorder (CD), more severe and pervasive behavior problems at home, more parent-rated externalizing and internalizing, and lower academic competence and more behavioral problems at school. Parents of DB+AD children also reported greater parenting stress than did parents in the other groups. A significant contribution of AD to adverse outcomes in the DB group remained on some measures even after controlling for initial severity of DB. AD also contributed significantly to CD symptoms at follow-up after controlling for initial DB severity and initial CD symptoms. The results corroborate and extend earlier findings of the utility of AD as a risk indicator above severity of DB alone. They also imply that AD in the context of normal intellectual development may arise from both the deficient self-regulation associated with ADHD and from disrupted parenting, with exposure to kindergarten moderating these adverse effects.

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Beyond the Vigilance End-Spurt with Event-Related Potentials

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/1071181320641299 ◽

2020 ◽

Vol 64 (1) ◽

pp. 1258-1262

Author(s):

Megan B. Morris ◽

Ashley R. Haubert ◽

Glenn Gunzelmann

Keyword(s):

Self Regulation ◽

Event Related Potentials ◽

Vigilance Task ◽

Task Environment ◽

Vigilance Decrement ◽

Attentional Resources ◽

Eeg Data ◽

Related Potentials ◽

Underlying Mechanisms ◽

Insight Into

As task environments become more automated and operators become more passive monitors, it is important to understand the underlying mechanisms of the vigilance decrement to help inform task development and interventions. Some vigilance studies have reported an end-spurt effect, where performance increases at the end of the task. This is commonly purported to be the result of increased resources from motivation or arousal; however, self-regulation of attentional resources throughout the vigil has not been addressed. To provide insight into the mechanisms underlying the vigilance decrement, we utilize event-related potentials to examine the vigilance decrement beyond the end-spurt. Thirty-two individuals aged 18 – 36 ( M = 22.60; SD = 4.08) completed a vigilance task with an unknown end time while EEG data was collected. Results revealed non-monotonic trends in N1 and P3 components, suggesting that individuals might self-regulate resources during the vigil, adapting to the constraints of the task environment.

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Effects of attention and slow potential shifts on self-regulation of event-related potentials

Biofeedback and Self-Regulation ◽

10.1007/bf01000077 ◽

1987 ◽

Vol 12 (1) ◽

pp. 39-49 ◽

Cited By ~ 6

Author(s):

Carla Douros ◽

Rathe Karrer ◽

J. Peter Rosenfeld

Keyword(s):

Self Regulation ◽

Event Related Potentials ◽

Slow Potential ◽

Related Potentials ◽

Potential Shifts

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Toward a Refined Mindfulness Model Related to Consciousness and Based on Event-Related Potentials

Perspectives on Psychological Science ◽

10.1177/1745691620906444 ◽

2020 ◽

Vol 15 (4) ◽

pp. 1095-1112 ◽

Cited By ~ 1

Author(s):

Charles Verdonk ◽

Marion Trousselard ◽

Frédéric Canini ◽

Francois Vialatte ◽

Céline Ramdani

Keyword(s):

Self Regulation ◽

Main Idea ◽

Event Related Potentials ◽

Body Awareness ◽

Event Related Potential ◽

The Self ◽

Self Report ◽

Cognitive Mechanisms ◽

Data Set ◽

Related Potentials

Neuroimaging, behavioral, and self-report evidence suggests that there are four main cognitive mechanisms that support mindfulness: (a) self-regulation of attention, (b) improved body awareness, (c) improved emotion regulation, and (d) change in perspective on the self. In this article, we discuss these mechanisms on the basis of the event-related potential (ERP). We reviewed the ERP literature related to mindfulness and examined a data set of 29 articles. Our findings show that the neural features of mindfulness are consistently associated with the self-regulation of attention and, in most cases, reduced reactivity to emotional stimuli and improved cognitive control. On the other hand, there appear to be no studies of body awareness. We link these electrophysiological findings to models of consciousness and introduce a unified, mechanistic mindfulness model. The main idea in this refined model is that mindfulness decreases the threshold of conscious access. We end with several working hypotheses that could direct future mindfulness research and clarify our results.

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Novel Adjective Processing in Preschool Children: Evidence From Event-Related Brain Potentials

Journal of Speech Language and Hearing Research ◽

10.1044/2020_jslhr-20-00332 ◽

2021 ◽

Vol 64 (2) ◽

pp. 542-560

Author(s):

Katelyn L. Gerwin ◽

Laurence B. Leonard ◽

Jennifer Schumaker ◽

Patricia Deevy ◽

Eileen Haebig ◽

...

Keyword(s):

Preschool Children ◽

Phonological Processing ◽

Event Related Potentials ◽

Cognitive Resources ◽

The Novel ◽

Brain Potentials ◽

Late Positive Component ◽

Neural Processes ◽

Learning Conditions ◽

Related Potentials

Purpose Recent findings in preschool children indicated novel adjective recall was enhanced when learned using repeated retrieval with contextual reinstatement (RRCR) compared to repeated study (RS). Recall was similar for learned pictures used during training and new (generalized) pictures with the same adjective features. The current study compared the effects of learning method and learned/generalized pictures on the neural processes mediating the recognition of novel adjectives. Method Twenty typically developing children aged 4;6–5;11 (years;months) learned four novel adjectives, two using RRCR and two using RS. Five-minute and 1-week tests assessed adjective recall using learned and generalized pictures. Also, at the 1-week visit, event-related potentials (ERPs) were recorded to assess children's processing of learned/generalized pictures, followed by naturally spoken novel adjectives in a match–mismatch paradigm. Results Naming recall and match–mismatch judgment accuracy were similar for the RS and RRCR conditions and across learned/generalized pictures. However, ERPs revealed more reliable condition effects in the phonological mapping negativity, indexing phonological expectations, and the late positive component, indexing semantic reanalysis, for the adjectives learned in the RRCR relative to the RS condition. Unfamiliar pictures (generalized) elicited larger amplitude N300 and N400 components relative to learned pictures. Conclusions Although behavioral accuracy measures suggest similar effects of the RS and RRCR learning conditions, subtle differences in the ERPs underlying novel adjective processing indicate advantages of RRCR for phonological processing and semantic reanalysis. While children readily generalized the novel adjectives, ERPs revealed greater cognitive resources for processing unfamiliar compared to learned pictures of the novel adjective characteristics. Supplemental Material https://doi.org/10.23641/asha.13683214

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