A meta-analytic review of the event-related potentials (ERN and N2) in childhood and adolescence: Providing a developmental perspective on the conflict monitoring theory

Electrophysiological correlates of inhibitory control in children: Relations with prenatal maternal risk factors and child psychopathology

Inhibitory control plays an important role in children's cognitive and socioemotional development, including their psychopathology. It has been established that contextual factors such as socioeconomic status (SES) and parents' psychopathology are associated with children's inhibitory control. However, the relations between the neural correlates of inhibitory control and contextual factors have been rarely examined in longitudinal studies. In the present study, we used both event-related potential (ERP) components and time-frequency measures of inhibitory control to evaluate the neural pathways between contextual factors, including prenatal SES and maternal psychopathology, and children's behavioral and emotional problems in a large sample of children (N = 560; 51.75% females; Mage = 7.13 years; Rangeage = 4-11 years). Results showed that theta power, which was positively predicted by prenatal SES and was negatively related to children's externalizing problems, mediated the longitudinal and negative relation between them. ERP amplitudes and latencies did not mediate the longitudinal association between prenatal risk factors (i.e., prenatal SES and maternal psychopathology) and children's internalizing and externalizing problems. Our findings increase our understanding of the neural pathways linking early risk factors to children's psychopathology.

Longitudinal Stability of Neural Correlates of Pediatric Attention Deficit Hyperactivity Disorder: A Pilot Study of Event Related Potentials and Electroencephalography

OBJECTIVE

Stability and developmental effects of electroencephalography (EEG) and event related potential (ERP) correlates of ADHD are understudied. This pilot study examined stability and developmental changes in ERP and EEG metrics of interest.

METHODS

Thirty-seven 7 to 11-year-old children with ADHD and 15 typically developing (TD) children completed EEG twice, 11 to 36 months apart. A series of mixed effects linear models were run to examine stability and developmental effects of EEG and ERP metrics.

RESULTS

Stability and developmental effects of EEG and ERP correlates of ADHD varied considerably across metrics. P3 amplitude was stable over time and showed diverging developmental trajectories across groups. Developmental differences were apparent in error related ERPs and resting aperiodic exponent. Theta-beta ratio was stable over time among all children.

CONCLUSIONS

Developmental trajectories of EEG and ERP correlates of ADHD are candidate diagnostic markers. Replication with larger samples is needed.

Component-specific developmental trajectories of ERP indices of cognitive control in early childhood

Early childhood is characterized by robust developmental changes in cognitive control. However, our understanding of intra-individual change in neural indices of cognitive control during this period remains limited. Here, we examined developmental changes in event-related potential (ERP) indices of cognitive control from preschool through first grade, in a large and diverse sample of children (N = 257). We recorded ERPs during a visual Go/No-Go task. N2 and P3b mean amplitudes were extracted from the observed waveforms (Go and No-Go) and the difference wave (No-Go minus Go, or ∆). Latent growth curve modeling revealed that while N2 Go and No-Go amplitudes showed no linear change, P3b Go and No-Go amplitudes displayed linear decreases in magnitude (became less positive) over time. ∆N2 amplitude demonstrated a linear increase in magnitude (became more negative) over time whereas ∆P3b amplitude was more positive in kindergarten compared to preschool. Younger age in preschool predicted greater rates of change in ∆N2 amplitude, and higher maternal education predicted larger initial P3b Go and No-Go amplitudes in preschool. Our findings suggest that observed waveforms and difference waves are not interchangeable for indexing neurodevelopment, and the developmental trajectories of different ERP indices of cognitive control are component-specific in early childhood.

Genetic Overlap Between Midfrontal Theta Signals and Attention-Deficit/Hyperactivity Disorder and Autism Spectrum Disorder in a Longitudinal Twin Cohort

BACKGROUND

Cognitive control has been strongly linked to midfrontal theta (4-8 Hz) brain activity. Such control processes are known to be impaired in individuals with psychiatric conditions and neurodevelopmental diagnoses, including attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD). Temporal variability in theta, in particular, has been associated with ADHD, with shared genetic variance underlying the relationship. Here, we investigated the phenotypic and genetic relationships between theta phase variability, theta-related signals (the N2, error-related negativity, and error positivity), reaction time, and ADHD and ASD longitudinally in a large twin study of young adults to investigate the stability of the genetic relationships between these measures over time.

METHODS

Genetic multivariate liability threshold models were run on a longitudinal sample of 566 participants (283 twin pairs). Characteristics of ADHD and ASD were measured in childhood and young adulthood, while an electroencephalogram was recorded in young adulthood during an arrow flanker task.

RESULTS

Cross-trial theta phase variability in adulthood showed large positive phenotypic and genetic relationships with reaction time variability and both childhood and adult ADHD characteristics. Error positivity amplitude was negatively related phenotypically and genetically to ADHD and ASD at both time points.

CONCLUSIONS

We showed significant genetic associations between variability in theta signaling and ADHD. A novel finding from the current study is that these relationships were stable across time, indicating a core dysregulation of the temporal coordination of control processes in ADHD that persists in individuals with childhood symptoms. Error processing, indexed by the error positivity, was altered in both ADHD and ASD, with a strong genetic contribution.

Acute stress selectively blunts reward anticipation but not consumption: An ERP study

Stress-induced dysfunction of reward processing is documented to be a critical factor associated with mental illness. Although many studies have attempted to clarify the relationship between stress and reward, few studies have investigated the effect of acute stress on the temporal dynamics of reward processing. The present study applied event-related potentials (ERP) to examine how acute stress differently influences reward anticipation and consumption. In this study, seventy-eight undergraduates completed a two-door reward task following a Trier Social Stress Task (TSST) or a placebo task. The TSST group showed higher cortisol levels, perceived stress, anxiety, and negative affect than the control group. For the control group, a higher magnitude of reward elicited a reduced cue-N2 but increased stimulus-preceding negativity (SPN), suggesting that controls were sensitive to reward magnitude. In contrast, these effects were absent in the stress group, suggesting that acute stress reduces sensitivity to reward magnitude during the anticipatory phase. However, the reward positivity (RewP) and P3 of both groups showed similar patterns, which suggests that acute stress has no impact on reward responsiveness during the consummatory phase. These findings suggest that acute stress selectively blunts sensitivity to reward magnitude during the anticipatory rather than the consummatory phase.

Multimodal study of the neural sources of error monitoring in adolescents and adults

The ability to monitor performance during a goal-directed behavior differs among children and adults in ways that can be measured with several tasks and techniques. As well, recent work has shown that individual differences in error monitoring moderate temperamental risk for anxiety and that this moderation changes with age. We investigated age differences in neural responses linked to performance monitoring using a multimodal approach. The approach combined functional MRI and source localization of event-related potentials (ERPs) in 12-year-old, 15-year-old, and adult participants. Neural generators of two components related to performance and error monitoring, the N2 and ERN, lay within specific areas of fMRI clusters. Whereas correlates of the N2 component appeared similar across age groups, age-related differences manifested in the location of the generators of the ERN component. The dorsal anterior cingulate cortex (dACC) was the predominant source location for the 12-year-old group; this area manifested posteriorly for the 15-year-old and adult groups. A fMRI-based ROI analysis confirmed this pattern of activity. These results suggest that changes in the underlying neural mechanisms are related to developmental changes in performance monitoring.

Emotional Modulation of Response Inhibition in Adolescents During Acute Suicidal Crisis: Event-Related Potentials in an Emotional Go/NoGo Task

Objectives. Suicide is the second leading cause of adolescent deaths and may be linked to difficulties with inhibitory and emotional processing. This study assessed the neural correlates of cognitive inhibition during emotional processing in adolescents hospitalized for a suicidal crisis. Methods. Event-related potentials were recorded during an emotional Go/NoGo task in 12 adolescents who attempted suicide and 12 age- and sex-matched healthy controls. Results. Compared to the control group, the suicidal group showed significantly reduced positivity at the time of the P3d (difference waveform reflecting NoGo minus Go trials) in response to happy and neutral, but not sad stimuli. For happy stimuli, this group difference was restricted to the right hemisphere. Further analyses indicated that the suicidal group had a reversed pattern of P3 amplitude in response to inhibition, with lower amplitudes in the NoGo compared to the Go conditions. Suicidal symptoms severity strongly correlated with lower amplitude of the P3d in response to neutral faces. Conclusions. These findings provide more insight into inhibition difficulties in adolescents with acute suicidal risk. Interactions between emotional and inhibition processing should be considered when treating acutely suicidal youths.

EEG Dynamics of Error Processing and Associated Behavioral Adjustments in Preschool Children

Preschool children show neural responses and make behavioral adjustments immediately following an error. However, there is a lack of evidence regarding how neural responses to error predict subsequent behavioral adjustments during childhood. The aim of our study was to explore the neural dynamics of error processing and associated behavioral adjustments in preschool children from unsatisfied basic needs (UBN) homes. Using EEG recordings during a go/no-go task, we examined within-subject associations between the error-related negativity (ERN), frontal theta power, post-error slowing, and post-error accuracy. Post-error accuracy increased linearly with post-error slowing, and there was no association between the neural activity of error processing and post-error accuracy. However, during successful error recovery, the frontal theta power, but not the ERN amplitude, was associated positively with post-error slowing. These findings indicated that preschool children from UBN homes adjusted their behavior following an error in an adaptive form and that the error-related theta activity may be associated with the adaptive forms of post-error behavior. Furthermore, our data support the adaptive theory of post-error slowing and point to some degree of separation between the neural mechanisms represented by the ERN and theta.

Predicting behavioral and brain markers of inhibitory control at preschool age from early measures of executive attention

Background

Inhibitory control (IC) is the ability to prevent prepotent responses when inappropriate. Longitudinal research on IC development has mainly focused on early childhood and adolescence, while research on IC development in the first years of life is still scarce. To address this gap in the literature, we explored the association between executive attention (EA) and elementary forms of IC in infancy and toddlerhood, with individual differences in IC later at 5 years of age.

Method

We conducted a five-wave longitudinal study in which children's EA and IC (n = 96) were tested at the age of 9 and 16 months and 2, 3, and 5 years. Children performed various age-appropriate EA and IC tasks in each wave, measuring inhibition of attention, endogenous control of attention, inhibition of the response, and conflict inhibition. At 5 years of age, IC was measured with a Go/No-go task while recording event-related potentials. After correlation analyses, structural equation model analyses were performed to predict IC at 5 years of age from EA and early IC measures.

Results

The results revealed that EA at 9 months predicted IC measures at 2 years of age. Likewise, measures of IC at 2 years predicted performance on the Go/No-go task at behavioral and neural levels. No direct association was found between EA at 9 months and IC at 5 years of age. We further observed that some EA and IC measures were not associated across time.

Conclusion

As we expected, EA skills in infancy and toddlerhood were related to better performance of children on IC tasks, toghether with a more mature inhibition-related brain functioning. Altogether, the results indicate that IC in early childhood could be predicted from EA and IC at 9 months and 2 years of age and suggest that the early emergence of IC relies on the development of particular EA and basic IC skills. However, some discontinuities in the longitudinal development of IC are observed in the first 5 years of life. These findings provide further support for the hierarchical model of IC development.

Evidence in Support of Analogical Reasoning Improvements with Executive Attention Intervention in Healthy Young Adults

Analogical reasoning improvement is important in educational outcome improvement. Inspired by recent ideas and evidence, we applied anti-saccade task training as an executive attention intervention and tested whether it could improve analogical reasoning performance. A serial-task paradigm was applied where participants performed an anti-saccade followed by an analogical reasoning task including a perception condition. The experimental group finished the anti-saccade task in which the ratio of anti-saccade trials to pro-saccade trials was 5:1 while the counterpart was 1:1 in the active control group. Also, a blank control group was established where participants merely finished the analogical reasoning task. Event-related electroencephalographic (EEG) data were recorded when participants were performing the executive attention and analogical reasoning tasks. In addition, their resting state EEG was collected before and after the executive attention intervention. Behaviorally, the experimental group reacted significantly faster than the other two groups in analogical reasoning but not in perception. At the neural level, in the experimental group alone, the anti-saccade trials elicited a smaller N2 than pro-saccade trials and the resting alpha power was improved after executive attention intervention. No significant difference in P2 was found between the two groups in analogical reasoning or perception but the experimental group showed a larger late positive component than the active control group in analogical reasoning. We also found that the late positive component mediated the relationship between the N2 of anti-saccade trials and analogical reasoning reaction times in the experimental group. We further discussed the role of executive attention in the analogical reasoning process, which may pave the way for the future reliable improvement of fluid intelligence.

Improving fluid intelligence of children through working memory training: The role of inhibition control

Intelligence is strongly associated with working memory. Working memory training can improve fluid intelligence, but the underlying mechanism requires further investigation. Because inhibition control may play a key role in working memory training, this study investigated this process from an electrophysiological perspective. In total, 40 children aged 9 to 11 years were enrolled and randomly divided into a training group (n = 20) and a control group (n = 20). The training group received 20 days of working memory training, whereas the control group did not receive any training. Before and after the training period, all participants were tested using Raven's Standard Progressive Matrices (RSPM), and electrophysiological indicators were recorded while they performed go/no-go and Stroop tasks. The results revealed that relative to the control group, the training group had significantly improved RSPM scores in the test conducted after their training. For the go/no-go tasks, the training group exhibited a significant decrease in N2 amplitude, a significant increase in P3 amplitude, a significant decrease in theta band energy, and an improvement in response inhibition ability. No significant change was observed for the Stroop task. Correlation analysis revealed that an improvement in individual response inhibition can positively predict an improvement in fluid intelligence. These results suggest that working memory training enhances the fluid intelligence of children by enhancing their response inhibition ability.

Moving beyond response times with accessible measures of manual dynamics

Button-press measures of response time (RT) and accuracy have long served a central role in psychological research. However, RT and accuracy provide limited insight into how cognitive processes unfold over time. To address this limitation, researchers have used hand-tracking techniques to investigate how cognitive processes unfold over the course of a response, are modulated by recent experience, and function across the lifespan. Despite the efficacy of these techniques for investigating a wide range of psychological phenomena, widespread adoption of hand-tracking techniques within the field is hindered by a range of factors, including equipment costs and the use of specialized software. Here, we demonstrate that the behavioral dynamics previously observed with specialized motion-tracking equipment in an Eriksen flanker task can be captured with an affordable, portable, and easy-to-assemble response box. Six-to-eight-year-olds and adults (N = 90) completed a computerized version of the flanker task by pressing and holding a central button until a stimulus array appeared. Participants then responded by releasing the central button and reaching to press one of two response buttons. This method allowed RT to be separated into initiation time (when the central button was released) and movement time (time elapsed between initiation and completion of the response). Consistent with previous research using motion-tracking techniques, initiation times and movement times revealed distinct patterns of effects across trials and between age groups, indicating that the method used in the current study presents a simple solution for researchers from across the psychological and brain sciences looking to move beyond RTs.

Targeting cognitive control to reduce anxiety in very young children: A proof of concept study

OBJECTIVE

Underdeveloped cognitive control (CC)-the capacity to flexibly adjust to changing environments-may predispose some children to early onset anxiety disorders and represents a promising intervention target. The current study established and pilot-tested "Camp Kidpower"-a novel group-based, interactive CC training intervention-and assessed its impacts on behavioral and neurophysiological indices of CC among preschool children with elevated anxiety symptoms.

METHODS

Forty-four anxious children (4-6 years) were enrolled in Camp Kidpower, delivered in four sessions over 10 days. Before and after camp, children's capacity for CC was measured using well-validated, non-trained behavioral tasks and error-related negativity (ERN). Child anxiety symptoms were measured by parent report on the Spence Preschool Anxiety Scale.

RESULTS

Thirty-two children completed the study, as defined by completion of pre- and follow-up assessments and at least three camp sessions. From baseline to after camp, performance on behavioral tests of CC improved, ERN amplitude increased, and anxiety symptoms decreased.

CONCLUSION

Results provide initial evidence that play-based cognitive training targeted to behavioral and brain markers of CC reduces anxiety in preschoolers.

Neural indices of performance monitoring are associated with daily emotional functioning in youth with anxiety disorders: An ERP and EMA study

Excessive monitoring of one's performance is a characteristic of anxiety disorders that has been linked to alterations in implicit emotion regulation (ER), including elevations in neural measures of performance monitoring (i.e., error- and correct-related negativity; ERN and CRN). Elevations in ERN and CRN amplitudes have been reported consistently in anxiety disorders, suggesting that an overactive performance monitoring system is linked to ER difficulties in anxiety. Yet, the relevance of these lab-based neural measures for day-to-day emotional functioning remains poorly understood. This study examined the degree to which ERN and CRN amplitudes are associated with measures of daily ER difficulties in youth with anxiety disorders. Youth (N = 100, Mage = 11.14, SDage = 1.46) completed a computerized flanker task assessing the ERN and CRN. They then completed a 5-day ecological momentary assessment (EMA) protocol assessing their daily ER (i.e., intensity of momentary and peak negative affect, intensity of worry, reliance on maladaptive ER strategies). Results showed that more negative mean CRN amplitudes were associated with higher levels of negative emotional reactivity and more intense worries. There were no significant associations between ERN amplitude and EMA measures. Furthermore, elevations in CRN were linked to more frequent use of maladaptive ER strategies (i.e., rumination, physiological reactivity, avoidance). Together, results indicate that among youth with anxiety, individual differences in CRN, but not ERN, amplitudes are related to daily ER difficulties. Findings highlight the clinical utility of a lab-based neural measure of ER, suggesting that the CRN, rather than the ERN, reflects individual ER differences in the context of daily life among youth with pediatric anxiety disorders. As such, the CRN might serve as an important dimensional index of a treatment target that can be tracked with a validated, multi-method measure.

Event-related potentials data quality in young children: Standardized measurement error of ERN and Pe

Most methods used to quantify event-related potential (ERP) data were developed for use with typical adult populations. Questions regarding how these methods apply to child ERP data remain. Here, we focused on two widely used ERP scoring methods, namely, time-window mean amplitude and peak amplitude measures, for two ERP error monitoring components, the error-related negativity (ERN) and the error positivity (Pe), collected from Kindergarteners during a child-friendly cognitive control task (N = 170). We first established the presence of error-related ERPs and examined the relations between ERP scores and children's behavioral task performance. We then assessed the data quality (precision) of mean and peak ERP amplitude scores at the level of individual participants using the standardized measurement error of ERPs. We also compared the effects of choosing baseline correction periods that were relatively distal versus proximal to responses on data quality. Across each of these analyses, we found that time-window mean amplitude scoring was comparable to, and in some cases outperformed, peak amplitude scoring. In addition, the proximal baseline provided higher data quality than the distal baseline. We conclude with specific recommendations regarding the scoring and baseline correction for ERP data collected from young children.

Sleep architecture and emotional inhibition processing in adolescents hospitalized during a suicidal crisis

BACKGROUND

Suicide is the second leading cause of death in adolescents. Sleep disturbances could alter inhibitory processes and contribute to dangerous behaviors in this critical developmental period. Adolescents in suicidal crisis have been shown to have lighter sleep compared to healthy controls. Additionally, suicidal adolescents have lower neural resources mobilized by emotionally charged inhibition processing. The present exploratory study aimed to determine how sleep architecture in suicidal adolescents may relate to inhibition processing in response to emotional stimuli.

METHODS

Ten adolescents between 12 and 17 years of age with a diagnosis of major depressive disorder and who attempted suicide were recruited while hospitalized for a suicidal crisis in a psychiatric inpatient unit. Event-related potentials (ERPs) were recorded prior to bedtime during a Go/NoGo task involving pictures of sad, happy, and neutral faces. Polysomnography was then recorded throughout the night. Pearson correlations were conducted to investigate how inhibition performance and ERP parameters reflecting inhibition processing (i.e., P3d and N2d derived from difference waveform calculated as NoGo minus Go trials) relate to sleep architecture.

RESULTS

Poorer inhibition accuracy in response to emotional stimuli was significantly correlated with shorter REM sleep latency, higher REM sleep, and more frequent nocturnal awakenings. The P3d in response to sad faces was negatively correlated with NREM2 sleep and positively correlated with NREM3 sleep. No such association with the P3d was found for happy or neutral stimuli. There were no significant correlations for the N2d.

CONCLUSION

Altered sleep in adolescents with depression who are in a suicidal crisisis associated with behavioral inhibition difficulties and fewer neural resources mobilized by inhibitory processes in emotionally charged contexts. This highlights the importance of addressing sleep disturbances while managing suicidal crises in adolescents.

Neurocognitive development of novelty and error monitoring in children and adolescents

The abilities to monitor one's actions and novel information in the environment are crucial for behavioural and cognitive control. This study investigated the development of error and novelty monitoring and their electrophysiological correlates by using a combined flanker with novelty-oddball task in children (7-12 years) and adolescents (14-18 years). Potential moderating influences of prenatal perturbation of steroid hormones on these performance monitoring processes were explored by comparing individuals who were prenatally exposed and who were not prenatally exposed to synthetic glucocorticoids (sGC). Generally, adolescents performed more accurately and faster than children. However, behavioural adaptations to error or novelty, as reflected in post-error or post-novelty slowing, showed different developmental patterns. Whereas post-novelty slowing could be observed in children and adolescents, error-related slowing was absent in children and was marginally significant in adolescents. Furthermore, the amplitude of error-related negativity was larger in adolescents, whereas the amplitude of novelty-related N2 was larger in children. These age differences suggest that processes involving top-down processing of task-relevant information (for instance, error monitoring) mature later than processes implicating bottom-up processing of salient novel stimuli (for instance, novelty monitoring). Prenatal exposure to sGC did not directly affect performance monitoring but initial findings suggest that it might alter brain-behaviour relation, especially for novelty monitoring.

Hand-related action words impair action anticipation in expert table tennis players: Behavioral and neural evidence

Athletes extract kinematic information to anticipate action outcomes. Here, we examined the influence of linguistic information (experiment 1, 2) and its underlying neural correlates (experiment 2) on anticipatory judgment. Table tennis experts and novices remembered a hand- or leg-related verb or a spatial location while predicting the trajectory of a ball in a video occluded at the moment of the serve. Experiment 1 showed that predictions by experts were more accurate than novices, but experts' accuracy significantly decreased when hand-related words versus spatial locations were memorized. For nonoccluded videos with ball trajectories congruent or incongruent with server actions in experiment 2, remembering hand-related verbs shared cognitive resources with action anticipation only in experts, with heightened processing load (increased P3 amplitude) and more efficient conflict monitoring (decreased N2 amplitude) versus leg-related verbs. Thus, action anticipation required updating of motor representations facilitated by motor expertize but was also affected by effector-specific semantic representations of actions, suggesting a link from language to motor systems.

Event-related potential (ERP) measures of error processing as biomarkers of externalizing disorders: A narrative review

Previous studies have shown that electrophysiological measures of error processing are affected in patients at risk or diagnosed with internalizing disorders, hence, suggesting that error processing could be a suitable biomarker for internalizing disorders. In this narrative review, we will evaluate studies that address the role of event-related potential (ERP) measures of error-processing in externalizing disorders and discuss to what extend these can be considered a biomarker for externalizing disorders. Currently, there is evidence for the notion that electrophysiological indices of error processing such as the error-related negativity (ERN) and error positivity (Pe) are reduced in individuals with substance use disorders, attention-deficit/hyperactivity disorder, and in forensic populations. However, it remains unclear whether this is also the case for other understudied disorders such as behavioral addiction. Furthermore, to fully understand how these deficits affect day to day behavior, we encourage research to focus on testing current theories and hypotheses of ERN and Pe. In addition, we argue that within an externalizing disorder, individual differences in error processing deficits may be related to prognosis and gender of the patient, methodological issues and presence of comorbidity. Next, we review studies that have related treatment trajectories with ERP measures of error processing, and we discuss the prospect of improving error processing as a treatment option. We conclude that ERP measures of error processing are candidate biomarkers for externalizing disorders, albeit we strongly urge researchers to continue looking into the predictive value of these measures in the etiology and treatment outcome through multi-method and longitudinal designs.

Cognitive Control in Pediatric Obsessive-Compulsive and Anxiety Disorders: Brain-Behavioral Targets for Early Intervention

The DSM provides distinct criteria for obsessive-compulsive disorder (OCD) and various types of anxiety disorders, but phenomenological overlap, high rates of comorbidity, and early onset suggest common underlying mechanisms. This notion is further supported by use of the same treatments-cognitive behavioral therapy and serotonin reuptake inhibitor medication-for managing both OCD and non-OCD anxiety disorders in clinical settings. While early intervention with these gold standard treatments is recommended for pediatric OCD and anxiety disorders, young patients often remain symptomatic even after treatment. To guide the development of novel, mechanistically targeted treatments to better resolve OCD and anxiety symptoms, the identification of neural circuits underlying psychological constructs with relevance across disorders has been recommended. One construct that may be relevant for understanding pediatric OCD and anxiety disorders is cognitive control, given the difficulty that young patients experience in dismissing obsessions, compulsions, and worry despite recognition that these symptoms are excessive and unreasonable. In this review, we examine findings from a growing body of literature implicating brain-behavioral markers of cognitive control in pediatric OCD and anxiety disorders, including before and after treatment. We conclude by suggesting that interventions designed to enhance the functioning of the task control circuits underlying cognitive control may facilitate brain maturation to help affected youth overcome symptoms.

Electrophysiological and behavioral indices of cognitive conflict processing across adolescence

Cognitive control enables goal-oriented adaptation to a fast-changing environment and has a protracted development spanning into young adulthood. The neurocognitive processes underlying this development are poorly understood. In a cross-sectional sample of participants 8-19 years old (n = 108), we used blind source separation of EEG data recorded in a Flanker task to derive electrophysiological measures of attention and conflict processing, including a N2-like frontal negative component and a P3-like parietal positive component. Outside the recording session, we examined multiple behavioral measures of interference control derived from the Flanker, Stroop, and Anti-saccade tasks. We found a positive association between age and P3 amplitude, but no relationship between age and N2 amplitude. A stronger N2 was age-independently related to better performance on Stroop and Anti-saccade measures of interference control. A Gratton effect was found on the Flanker task, with slower reaction times on current congruent and better accuracy on current incongruent trials when preceded by incongruent as opposed to congruent trials. The Gratton effect on accuracy was positively associated with age. Together, the findings suggest a multifaceted developmental pattern of the neurocognitive processes involved in conflict processing across adolescence, with a more protracted development of the P3 compared to the N2.

Dynamic Adjustments of Midfrontal Control Signals in Adults and Adolescents

During task performance, our level of cognitive control is dynamically adjusted to task demands as reflected, for example, by the congruency sequence effect (CSE) in conflict tasks. Although brain areas related to cognitive control show protracted maturation across adolescence, previous studies found that adolescents show similar behavioral CSEs to adults. In the present study, we investigated whether there are age-related changes in the neural underpinnings of dynamic control adjustments using electroencephalography. Early adolescents (ages 12-14, N = 30) and young adults (ages 25-27, N = 29) completed a confound-minimized flanker task optimized for the detection of sequential control adjustments. The CSE was observed in midfrontal theta power thought to capture anterior cingulate cortex-mediated monitoring processes but was not modulated significantly by age. Adolescents, however, showed a smaller congruency effect in the power and cross-trial temporal consistency of midfrontal theta oscillations than adults. No age differences were observed in phase-based connectivity between midfrontal and lateral frontal regions in the theta band. These findings provide strong support for the role of midfrontal theta oscillations in conflict monitoring and reactive control and suggest that the cognitive system of early adolescents initially responds less reliably to the occurrence of conflict than that of adults.

The error-related negativity (ERN) moderates the association between interpersonal stress and anxiety symptoms six months later

Anxiety disorders are often preceded by interpersonal stress; however, most individuals who experience stress do not develop anxiety, making it difficult to predict who is most susceptible to stress. One proposed trans-diagnostic neural risk marker for anxiety is the error-related negativity (ERN), a negative deflection in the event-related potential waveform occurring within 100 ms of error commission. The present study sought to investigate whether interpersonal stress experienced over the course of a year interacts with ERN magnitude to prospectively predict anxiety symptoms. A sample of 57 emerging adults performed an arrow flanker task to elicit the ERN at the start of the academic school year (time one). Toward the end of the academic year (time two), participants reported on past-year interpersonal stress and anxiety symptoms. Stress interacted with ERN magnitude to predict anxiety symptoms, whereby, for individuals with an enhanced ERN at time one, greater interpersonal stress over the course of a year was significantly associated with increased anxiety symptoms at time two, even controlling for anxiety symptoms at time one. These findings suggest that enhanced performance monitoring may render individuals more susceptible to the adverse effects of interpersonal stress, thereby increasing risk for heightened anxiety.

Establishing norms for error-related brain activity during the arrow Flanker task among young adults

Psychological assessments typically rely on self-report and behavioral measures. Augmenting these with neurophysiological measures of the construct in question may increase the accuracy and predictive power of these assessments. Moreover, thinking about neurophysiological measures from an assessment perspective may facilitate under-utilized research approaches (e.g., brain-based recruitment of participants). However, the lack of normative data for most neurophysiological measures has prevented the comparison of individual responses to the general population, precluding these approaches. The current work examines the distributions of two event-related potentials (ERPs) commonly used in individual differences research: the error-related negativity (ERN) and error positivity (Pe). Across three lab sites, 800 unselected participants between the ages of 18 and 30 performed the arrow version of a Flanker task while EEG was recorded. Percentile scores and distributions for ERPs on error trials, correct trials, and the difference (ΔERN, ΔPe; error minus correct) at Fz, Cz and Pz are reported. The 25th, 50th, and 75th percentile values for the ΔERN at Cz were -2.37 ​μV, -5.41 ​μV, and -8.65 ​μV, respectively. The same values for ΔPe at Cz were 7.51 ​μV, 11.18 ​μV, and 15.55 ​μV. Females displayed significantly larger ΔPe magnitudes and smaller ΔERN magnitudes than males. Additionally, normative data for behavioral performance (accuracy, post-error slowing, and reaction time) on the Flanker task is reported. Results provide a means by which ERN and Pe amplitudes of young adults elicited by the arrow Flanker task can be benchmarked, facilitating the classification of neural responses as 'large,' 'medium,' or 'small'. The ability to classify responses in this manner is a necessary step towards expanded use of these measures in assessment and research settings. These norms may not apply to ERPs elicited by other tasks, and future work should establish similar norms using other tasks.

Moderation of the relationship between the error-related negativity and anxiety by age and gender in young children: A preliminary investigation

The error-related negativity (ERN) is a neurophysiologic response to errors that associates with anxiety. Despite the potential relevance of the ERN for understanding mechanisms of early anxiety problems in the developing brain, the relation between ERN and anxious symptoms in young children remains poorly understood. Emerging evidence suggests that ERN-anxiety associations could vary by developmental stage, but this work requires replication and consideration of gender effects, given earlier maturation of the ERN and higher rates of anxiety problems in girls relative to boys. To address this gap, the ERN was collected in 49 preschool- to school-aged children (ages 4-9; 26 girls) sampled across a wide range of anxiety severity. Regression analyses revealed that ERN - anxiety associations depended on age and gender. Specifically, larger (more negative) ERN associated with more anxiety in older girls, whereas smaller ERN associated with more anxiety symptoms in younger girls. No ERN-anxiety association was found in boys. These findings suggest that age and gender moderate the direction of the relation between ERN and anxiety in early childhood and could have important implications for the development of ERN-based risk identification and targeted treatment strategies tailored to individual children.

Encouraging performance monitoring promotes proactive control in children

Monitoring progression towards one's goals is essential for efficient cognitive control. Immature performance monitoring may contribute to suboptimal cognitive control engagement in childhood, potentially explaining why children engage control reactively even when proactive control would be more effective. This study investigated whether encouraging children to actively monitor their performance results in more mature control engagement. Electroencephalography data were collected while children and adults performed a flanker task in three conditions in which they were provided no feedback, standard feedback, or were asked to estimate their own feedback. Both age groups accurately estimated their own feedback. Critically, feedback estimation promoted online performance monitoring and proactive engagement of attention and inhibition during the flanker period in children. These findings indicate that proactive control engagement in childhood can be effectively supported by encouraging performance monitoring.

Overprotective/authoritarian maternal parenting is associated with an enhanced error-related negativity (ERN) in emerging adult females

Error monitoring is crucial for survival and adaptation, and can be indexed by the error-related negativity (ERN), a fronto-centrally located negative deflection in the event-related potential (ERP) waveform that differentiates erroneous from correct responses within 100 ms of a response. The ERN is seen as an early neural signal indicating the need to adjust performance and increase executive control. Previous findings indicate that punishing errors increases ERN magnitude, and that punitive parenting predicts an enhanced ERN in children. If punitive parenting can in fact sensitize children to error commission over the long term, an enhanced ERN should be seen in adults who experienced harsh parenting as children. The present study thus sought to establish whether punitive parenting is associated with an enhanced ERN in emerging adulthood. A sample of 70 emerging adult females reported on their mothers' and fathers' parenting styles separately and performed a flanker task to elicit the ERN. Higher reported overprotective/authoritarian maternal behavior was associated with an enhanced ERN. These results provide further support for the hypothesis that punitive parenting may lead to long-term sensitization of neural networks involved in performance monitoring.

Longitudinal associations between conflict monitoring and emergent academic skills: An event-related potentials study

Identifying the links between specific cognitive functions and emergent academic skills can help determine pathways to support both early academic performance and later academic achievement. Here, we investigated the longitudinal associations between a key aspect of cognitive control, conflict monitoring, and emergent academic skills from preschool through first grade, in a large sample of socioeconomically diverse children (N = 261). We recorded event-related potentials (ERPs) during a Go/No-Go task. The neural index of conflict monitoring, ΔN2, was defined as larger N2 mean amplitudes for No-Go versus Go trials. ΔN2 was observed over the right hemisphere across time points and showed developmental stability. Cross-lagged panel models revealed prospective links from ΔN2 to later math performance, but not reading performance. Specifically, larger ΔN2 at preschool predicted higher kindergarten math performance, and larger ΔN2 at kindergarten predicted higher first-grade math performance, above and beyond the behavioral performance in the Go/No-Go task. Early academic skills did not predict later ΔN2. These findings provided electrophysiological evidence for the contribution of conflict monitoring abilities to emergent math skills. In addition, our findings suggested that neural indices of cognitive control can provide additional information in predicting emergent math skills, above and beyond behavioral task performance.