scholarly journals Neural Dynamics of Executive Function in Cognitively-able Kindergarteners with Autism Spectrum Disorders (ASD) as Predictors of Concurrent Academic Achievement

2018 ◽  
Author(s):  
So Hyun Kim ◽  
George Buzzell ◽  
Susan Faja ◽  
Yeo Bi Choi ◽  
Hannah Thomas ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Autism Spectrum ◽  
Error Monitoring ◽  
Time Frequency ◽  
Theta Power ◽  
Error Related Negativity ◽  
Use Of Time ◽  
Children With Asd ◽  
Error Positivity ◽  
Academic Assessments

AbstractAlthough electrophysiological (EEG) measures of executive functions (EF) (e.g. error monitoring) have been used to predict academic achievement in typically developing (TD) children, work investigating a link between error monitoring, and academic skills in children with autism spectrum disorder (ASD) is limited. In the current study, we employed traditional electrophysiological and advanced time-frequency methods, combined with principal components analyses, to extract neural activity related to error monitoring, and tested their relations to academic achievement in cognitively-able kindergarteners with ASD. Thirty-five cognitively-able kindergarteners with ASD completed academic assessments and the child-friendly “Zoo Game” Go/No-go task at school entry. The Go/No-go task successfully elicited an error-related negativity (ERN) and error positivity (Pe) in children with ASD as young as 5 years at medio-frontal and posterior electrode sites, respectively. We also observed increased response-related theta power during errors relative to correct trials at medio-frontal sites. Both larger Pe and theta power significantly predicted concurrent academic achievement after controlling for behavioral performance on the Zoo Game and IQ. These results suggest that the use of time frequency EEG analyses, combined with traditional ERP measures, may provide new opportunities to investigate neurobiological mechanisms of EF and academic achievement in young children with ASD.

scholarly journals Neural dynamics of executive function in cognitively able kindergarteners with autism spectrum disorders as predictors of concurrent academic achievement

Autism ◽  
2019 ◽  
Vol 24 (3) ◽  
pp. 780-794 ◽  
Author(s):  
So Hyun Kim ◽  
George Buzzell ◽  
Susan Faja ◽  
Yeo Bi Choi ◽  
Hannah R Thomas ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Autism Spectrum Disorder ◽  
Executive Function ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Error Monitoring ◽  
Time Frequency ◽  
Theta Power ◽  
Error Positivity

Although electrophysiological (electroencephalography) measures of executive functions (e.g. error monitoring) have been used to predict academic achievement in typically developing children, work investigating a link between error monitoring and academic skills in children with autism spectrum disorder is limited. In this study, we employed traditional electrophysiological and advanced time–frequency methods, combined with principal component analyses, to extract neural activity related to error monitoring and tested their relations to academic achievement in cognitively able kindergarteners with autism spectrum disorder. In total, 35 cognitively able kindergarteners with autism spectrum disorder completed academic assessments and the child-friendly “Zoo Game” Go/No-go task at school entry. The Go/No-go task successfully elicited an error-related negativity and error positivity in children with autism spectrum disorder as young as 5 years at fronto-central and posterior electrode sites, respectively. We also observed increased response-related theta power during errors relative to correct trials at fronto-central sites. Both larger error positivity and theta power significantly predicted concurrent academic achievement after controlling for behavioral performance on the Zoo Game and intelligence quotient. These results suggest that the use of time–frequency electroencephalography analyses, combined with traditional event-related potential measures, may provide new opportunities to investigate neurobiological mechanisms of executive function and academic achievement in young children with autism spectrum disorder.

scholarly journals Dimensions of anxiety and depression and neurophysiological indicators of error-monitoring: Relationship with delta and theta oscillatory power and error-related negativity amplitude

2019 ◽  
Author(s):  
Alexandra M. Muir ◽  
Ariana Hedges-Muncy ◽  
Ann Clawson ◽  
Kaylie A. Carbine ◽  
Michael J. Larson
Keyword(s):  
Anxiety And Depression ◽  
Depression Symptoms ◽  
Error Monitoring ◽  
Symptom Dimensions ◽  
Depressive Symptomology ◽  
Theta Power ◽  
Error Related Negativity ◽  
Oscillatory Power ◽  
Psychopathology Symptoms ◽  
The Relationship

AbstractError-monitoring processes may be affected by transdiagnostic dimensions of psychopathology symptoms including trait anxiety, worry, and severity of depressive symptoms. We tested the relationship between continuous measures of anxiety and depressive symptomology and neural correlates of error-monitoring as measured by time-frequency domain delta and theta oscillatory power and time domain error-related negativity (ERN) amplitude extracted from the electroencephalogram (EEG). Secondary analyses tested for diagnostic group differences in error-related neural responses in individuals with generalized anxiety disorder (GAD), major depressive disorder (MDD), and comorbid psychiatric disorders. 178 participants (104 female, M[SD]age = 21.7[4.6]) with a wide range of psychopathology symptoms completed a modified version of the Eriksen flanker task and symptom questionnaires. Residualized difference values between correct and error trials for delta/theta power and error/correct ERN amplitude were dependent variables. Linear regression analyses adjusted for age and sex showed nonsignificant associations of symptom dimension measures with error-related residualized delta/theta power or residualized ERN amplitude. Subset analyses on those with confirmed psychopathology diagnoses also did not predict residualized error-related delta/theta power nor ERN amplitude. Exploratory analyses with only error trial delta/theta power and ERN amplitude also revealed nonsignificant relationships. Taken in the context of previous literature, results suggest a heterogeneous relationship between depressive and anxiety symptom dimensions and neurophysiological indices of error-monitoring.Impact StatementIn line with the RDoC framework, we tested the relationship between anxiety and depressive symptom dimensions and neural indices of error-processing (delta and theta power, error-related negativity ERP amplitude) in 178 participants with a range of pathology symptoms. A non-significant relationship emerged between neural and symptom measures suggesting anxiety and depressive symptomology have a nuanced relationship with error-monitoring in a large sample across a range of anxiety and depression symptoms.

scholarly journals Conflict monitoring, error detection, and inhibition: behavioural and electrophysiological features

2021 ◽  
Author(s):  
Peter Egeto
Keyword(s):  
Error Detection ◽  
Performance Monitoring ◽  
Event Related Potentials ◽  
Error Monitoring ◽  
Conflict Monitoring ◽  
Error Awareness ◽  
Error Related Negativity ◽  
Error Positivity ◽  
Related Potentials ◽  
Inhibition Index

Event-related potentials of performance monitoring, including N2 (conflict monitoring), error-related negativity and error positivity (ERN and Pe; error monitoring), and P3 (inhibition) have been studied. However, conflict monitoring lacks a behavioural measure, and the functional significance of ERN, Pe, and P3 are debated. To address these issues, a behavioural measure of conflict monitoring was tested by subtracting the reaction time (RT) of a simple from a choice RT task to isolate conflict monitoring; the functions of error monitoring and inhibition were examined. The RT difference correlated with the N2 area (longer conflict monitoring related to a larger N2). ERN and Pe areas were negatively and positively correlated with errors, respectively. P3 magnitude and onset were correlated with an inhibition index. The new behavioural measure provides an accessible way to study conflict monitoring. Theories of conflict monitoring for ERN, error awareness for Pe, and inhibition for P3 were replicated and extended.

scholarly journals On Variation in Mindfulness Training: A Multimodal Study of Brief Open Monitoring Meditation on Error Monitoring

2019 ◽  
Vol 9 (9) ◽  
pp. 226 ◽  
Author(s):  
Lin ◽  
Eckerle ◽  
Peng ◽  
Moser
Keyword(s):  
Mindfulness Training ◽  
Exact Nature ◽  
Error Monitoring ◽  
Behavioral Performance ◽  
Trait Mindfulness ◽  
Error Related Negativity ◽  
Error Positivity ◽  
Open Monitoring ◽  
Mechanisms Of Mindfulness ◽  
Active Controls

A nascent line of research aimed at elucidating the neurocognitive mechanisms of mindfulness has consistently identified a relationship between mindfulness and error monitoring. However, the exact nature of this relationship is unclear, with studies reporting divergent outcomes. The current study sought to clarify the ambiguity by addressing issues related to construct heterogeneity and technical variation in mindfulness training. Specifically, we examined the effects of a brief open monitoring (OM) meditation on neural (error-related negativity (ERN) and error positivity (Pe)) and behavioral indices of error monitoring in one of the largest novice non-meditating samples to date (N = 212). Results revealed that the OM meditation enhanced Pe amplitude relative to active controls but did not modulate the ERN or behavioral performance. Moreover, exploratory analyses yielded no relationships between trait mindfulness and the ERN or Pe across either group. Broadly, our findings suggest that technical variation in scope and object of awareness during mindfulness training may differentially modulate the ERN and Pe. Conceptual and methodological implications pertaining to the operationalization of mindfulness and its training are discussed.

scholarly journals Atypical mediofrontal theta oscillations underlying cognitive control in kindergarteners with autism spectrum disorder

2020 ◽  
Author(s):  
George A. Buzzell ◽  
Hannah R. Thomas ◽  
Yeo Bi Choi ◽  
So Hyun Kim
Keyword(s):  
Autism Spectrum Disorder ◽  
Cognitive Control ◽  
Time Window ◽  
Selective Reduction ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Theta Oscillations ◽  
Theta Power ◽  
Children With Asd ◽  
Following Error

AbstractBackgroundChildren with autism spectrum disorder (ASD) often exhibit deficits in cognitive control. Neuroimaging approaches have implicated disruptions to medio-frontal cortex (MFC) structure and function. However, prior work has not directly tested whether young children with ASD exhibit disruptions to task-related theta oscillations thought to arise from the MFC.MethodsForty-three children with ASD and 24 age- and gender-matched typically developing (TD) peers performed a child-friendly Go/No-go task while 64-channel electroencephalography (EEG) was recorded at kindergarten-entry. Time-frequency approaches were employed to assess the magnitude of mediofrontal theta oscillations immediately following error (vs. correct) responses (“early theta”), as well as later emerging theta oscillations (“late theta”). We tested whether error-related mediofrontal theta oscillations differed as a function of diagnosis (ASD/typical) and timing (early/late theta). Additionally, links to social and academic outcomes were tested.ResultsOverall, children showed increased theta power following error vs. correct responses. Compared to TD children, children with ASD exhibited a selective reduction in error-related mediofrontal theta power during the late theta time window. There were no significant group differences for early theta power. Moreover, reduced error-related theta power during the late, but not early, time window significantly predicted poorer academic and social skills.ConclusionsKindergarteners with ASD demonstrated a selective reduction in error-related mediofrontal theta power during a relatively late time window, which is consistent with impairments in specific cognitive processes that recruit top-down control. Targeting these particular cognitive control processes via intervention prior to school-entry may promote more successful functional outcomes for children with ASD.

scholarly journals Conflict monitoring, error detection, and inhibition: behavioural and electrophysiological features

2021 ◽  
Author(s):  
Peter Egeto
Keyword(s):  
Error Detection ◽  
Performance Monitoring ◽  
Event Related Potentials ◽  
Error Monitoring ◽  
Conflict Monitoring ◽  
Error Awareness ◽  
Error Related Negativity ◽  
Error Positivity ◽  
Related Potentials ◽  
Inhibition Index

Event-related potentials of performance monitoring, including N2 (conflict monitoring), error-related negativity and error positivity (ERN and Pe; error monitoring), and P3 (inhibition) have been studied. However, conflict monitoring lacks a behavioural measure, and the functional significance of ERN, Pe, and P3 are debated. To address these issues, a behavioural measure of conflict monitoring was tested by subtracting the reaction time (RT) of a simple from a choice RT task to isolate conflict monitoring; the functions of error monitoring and inhibition were examined. The RT difference correlated with the N2 area (longer conflict monitoring related to a larger N2). ERN and Pe areas were negatively and positively correlated with errors, respectively. P3 magnitude and onset were correlated with an inhibition index. The new behavioural measure provides an accessible way to study conflict monitoring. Theories of conflict monitoring for ERN, error awareness for Pe, and inhibition for P3 were replicated and extended.

Response-locked component of error monitoring in psychopathy: A systematic review and meta-analysis of error-related negativity/positivity

2020 ◽  
Author(s):  
William Vallet ◽  
Cecilia Neige ◽  
Sabine MOUCHET-MAGES ◽  
Jerome Brunelin ◽  
Simon Grondin
Keyword(s):  
Systematic Review ◽  
Performance Monitoring ◽  
Meta Analysis ◽  
Factorial Analysis ◽  
Error Monitoring ◽  
Affective Dimension ◽  
Error Related Negativity ◽  
Error Positivity ◽  
Following Error ◽  
Analysis Of Error

Background: Evidence suggests that individuals with psychopathy display difficulties to adapt their behavior in accordance with the demands of the environment and show altered performance monitoring. However, studies investigating electrophysiological markers of error monitoring (e.g., the error-related negativity (ERN) and the error-positivity (Pe)) in this population reported mixed results. To explain discrepancies observed between studies, we hypothesized that psychopathy dimensions influence electrophysiological outcomes and we predicted that individuals with impulsive-antisocial features would display abnormal ERN compared to individuals with interpersonal-affective features. Methods: Based on the PRISMA guidelines, we conducted a systematic review and meta-analysis of studies investigating ERN and Pe components in individuals with psychopathy compared to controls. A factorial analysis was undertaken to investigate the role of psychopathy dimensions on ERN. Results: Among the 206 retrieved studies, 15 were included in the meta- analysis. Individuals with psychopathy (n = 817) showed a reduced ERN (Cohen's d = 0.18) and Pe amplitude (d = -0.22) compared to control. The factorial analysis indicates a dissociation regarding the dimensional construct of psychopathy. The impulsive-antisocial dimension was linked to reduced ERN amplitude (d = 0.22) whereas the interpersonal-affective dimension was related to increased ERN amplitude compare to controls (d = -0.17). Conclusion: Individuals with psychopathy displayed abnormal ERN and Pe amplitudes following error commission. In addition, models reported that individuals with psychopathic traits relating more specifically to the interpersonal-affective dimension shows efficient error-monitoring systems and increased ERN component while those with marked impulsive-antisocial dimension displayed decreased ERN and altered performance monitoring.

scholarly journals Quantitative Analysis of Heterogeneity in Academic Achievement of Children With Autism

2018 ◽  
Vol 7 (2) ◽  
pp. 362-380 ◽  
Author(s):  
Lang Chen ◽  
Daniel A. Abrams ◽  
Miriam Rosenberg-Lee ◽  
Teresa Iuculano ◽  
Holly N. Wakeman ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Cognitive Abilities ◽  
Educational Practice ◽  
Autism Spectrum ◽  
Clinical Population ◽  
Extensive Literature ◽  
Math Skills ◽  
Children With Asd ◽  
Reading And Math ◽  
The Stability

Autism spectrum disorders (ASD) represent a quintessential example of a clinical population with diverse symptom presentations and marked variation in cognitive abilities. However, the extensive literature lacks rigorous quantitative procedures for characterizing heterogeneity of cognitive abilities in these individuals. Here we employ novel clustering and cross-validation procedures to investigate the stability of heterogeneous patterns of cognitive abilities in reading and math in a relatively large sample ( N = 114) of children with ASD and matched controls ( N = 96). Our analysis revealed a unique profile of heterogeneity in ASD, consisting of a low-achieving subgroup with poor math skills compared with reading and a high-achieving subgroup who showed superior math skills compared with reading. Verbal and central executive working memory skills further differentiated these subgroups. Findings provide insights into distinct profiles of academic achievement in children with ASD, with implications for educational practice and intervention, and provide a novel framework for quantifying heterogeneity in the disorder.

scholarly journals Time-frequency dynamics of error monitoring in childhood: an EEG study

2021 ◽  
Author(s):  
Santiago Morales ◽  
Maureen Bowers ◽  
Stephanie Leach ◽  
George Buzzell ◽  
William P. Fifer ◽  
...  
Keyword(s):  
Early Childhood ◽  
Internal Consistency Reliability ◽  
Childhood And Adolescence ◽  
Error Monitoring ◽  
Phase Synchrony ◽  
Time Frequency ◽  
Error Related Negativity ◽  
Age Related ◽  
Comprehensive Examination ◽  
Age Related Changes

Error monitoring allows individuals to monitor and adapt their behavior by detecting errors. Error monitoring is thought to develop throughout childhood and adolescence. However, most of this evidence comes from studies in late childhood and adolescence utilizing ERPs. The current study utilizes time-frequency (TF) and connectivity analyses to provide a comprehensive examination of age-related changes in error monitoring processes across early childhood (N=326; 50.9% females; 4-9 years). ERP analyses indicated the presence of the error-related negativity (ERN) and error positivity (Pe) across age. Results showed no error-specific age-related changes in the ERN, but the Pe increased at older ages. TF analyses suggested error-related frontocentral responses in delta and theta signal strength (power), delta consistency (inter-trial phase synchrony), and delta synchrony (inter-channel phase synchrony) between frontrocentral and frontolateral clusters – all of which increased with age. Additionally, the current study examines the reliability and effect size estimates of the ERP and TF measures. In general, most measures demonstrated adequate overall internal consistency reliability. However, for most measures, more trials were needed to achieve acceptable reliability than what is commonly used in the psychophysiological literature. Together, the current study offers a comprehensive examination of the development of error monitoring in early childhood.

Error-Related Brain Activity in Patients with Obsessive- Compulsive Disorder and in Healthy Controls

2005 ◽  
Vol 19 (4) ◽  
pp. 298-304 ◽  
Author(s):  
Martin Ruchsow ◽  
Georg Grön ◽  
Kathleen Reuter ◽  
Manfred Spitzer ◽  
Leopold Hermle ◽  
...  
Keyword(s):  
Obsessive Compulsive Disorder ◽  
Brain Activity ◽  
Event Related Potentials ◽  
Error Monitoring ◽  
Healthy Controls ◽  
Obsessive Compulsive ◽  
Compulsive Disorder ◽  
Error Related Negativity ◽  
Error Positivity ◽  
Related Potentials

Abstract: Obsessive-compulsive disorder (OCD) has been related to a hyperactive frontal-striatal-thalamic circuit and associated with altered mechanisms of action and error monitoring. In the present study, we examined whether these results only hold for errors in choice reaction time experiments and Stroop tasks or extend to errors of commission in a Go/NoGo task, as well. We investigated the electrophysiological correlates of error monitoring in 11 patients with OCD and 11 age-, sex-, and education-matched healthy controls using event-related potentials (ERPs). Participants performed a Go/NoGo task while a 64-channel EEG was recorded. Our study focused on three ERP components: the error-related negativity (ERN)/error negativity (Ne), the “early” error positivity (“early” Pe) reflecting automatic error processing, and the “late” error positivity (“late” Pe), which is thought to mirror the awareness of erroneous responses. Artifact-free EEG-segments were used to compute ERPs on correct Go trials and incorrect NoGo trials (i.e., errors of commission), separately. Patients with OCD showed enhanced (more negative) ERN/Ne amplitudes compared to control subjects. Groups did not differ with regard to the early Pe component and the late Pe component. Our results support the view that compulsivity in OCD patients is related to hyper-functioning error monitoring processes.

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