Working memory load impairs the evaluation of behavioral errors in the medial frontal cortex

Neural correlates of metacognition across the adult lifespan

Metacognitive accuracy describes the degree of overlap between the subjective perception of one's decision accuracy (i.e. confidence) and objectively observed performance. With older age, the need for accurate metacognitive evaluation increases; however, error detection rates typically decrease. We investigated the effect of ageing on metacognitive accuracy using event-related potentials (ERPs) reflecting error detection and confidence: the error/correct negativity (N_e/c) and the error/correct positivity (P_e/c). Sixty-five healthy adults (20 to 76 years) completed a complex Flanker task and provided confidence ratings. We found that metacognitive accuracy declined with age beyond the expected decline in task performance, while the adaptive adjustment of behaviour was well preserved. P_e amplitudes following errors varied by confidence rating, but they did not mirror the reduction in metacognitive accuracy. N_e amplitudes decreased with age for low confidence errors. The results suggest that age-related difficulties in metacognitive evaluation could be related to an impaired integration of decision accuracy and confidence information processing. Ultimately, training the metacognitive evaluation of fundamental decisions in older adults might constitute a promising endeavour.

Neural correlates of error detection during complex response selection: Introduction of a novel eight-alternative response task

Error processing in complex decision tasks should be more difficult compared to a simple and commonly used two-choice task. We developed an eight-alternative response task (8ART), which allowed us to investigate different aspects of error detection. We analysed event-related potentials (ERP; N = 30). Interestingly, the response time moderated several findings. For example, only for fast responses, we observed the well-known effect of larger error negativity (N_e) in signalled and non-signalled errors compared to correct responses, but not for slow responses. We identified at least two different error sources due to post-experimental reports and certainty ratings: impulsive (fast) errors and (slow) memory errors. Interestingly, the participants were able to perform the task and to identify both, impulsive and memory errors successfully. Preliminary evidence indicated that early (N_e-related) error processing was not sensitive to memory errors but to impulsive errors, whereas the error positivity seemed to be sensitive to both error types.

Preserved performance monitoring and error detection in left hemisphere stroke

Depending on the lesion site, a stroke typically affects various aspects of cognitive control. While executing a task, the performance monitoring system constantly compares an intended action plan with the executed action and thereby registers inaccurate actions in case of any mismatch. When errors occur, the performance monitoring system signals the need for more cognitive control, which is most efficient when the subject notices errors rather than processing them subconsciously. The current study aimed to investigate performance monitoring and error detection in a large sample of patients with left hemisphere (LH) stroke. In addition to clinical and neuropsychological tests, 24 LH stroke patients and 32 healthy age-matched controls performed a Go/Nogo task with simultaneous electroencephalography (EEG) measurements. This set-up enabled us to compare performance monitoring at the behavioral and the neural level. EEG data were analyzed using event-related potentials [ERPs; e.g., the error-related negativity (Ne/ERN) and error positivity (Pe)] and additionally more sensitive whole-brain multivariate pattern classification analyses (MVPA). We hypothesized that LH stroke patients would show behavioural deficits in error detection when compared to healthy controls, mirrored by differences in neural signals, in particular reflected in the Pe component. Interestingly, despite clinically relevant cognitive deficits (e.g., aphasia and apraxia) including executive dysfunction (trail making test), we did not observe any behavioral impairments related to performance monitoring and error processing in the current LH stroke patients. Patients also showed similar results for Ne/ERN and Pe components, compared to the control group, and a highly similar prediction of errors from multivariate signals. ERP abnormalities during stimulus processing (i.e., N2 and P3) demonstrated the specificity of these findings in the current LH stroke patients. In contrast to previous studies, by employing a relatively large patient sample, a well-controlled experimental paradigm with a standardized error signaling procedure, and advanced data analysis, we were able to show that performance monitoring (of simple actions) is a preserved cognitive control function in LH stroke patients that might constitute a useful resource in rehabilitative therapies for re-learning impeded functions.

Error-related negativity and error awareness in a Go/No-go task

Error monitoring is crucial for the conscious error perception, however, the role of early error monitoring in error awareness remains unclear. Here, we investigated the relation between the ERN and error-related theta oscillations and the emergence of error awareness by conducting time- and phase-locked averaging analysis based on 4-8 Hz filtered data and phase-locked time frequency analysis. Results showed that while the ERN did not differ significantly between aware and unaware errors, theta power was stronger for aware errors than for unaware errors. Further, when continuous EEG was filtered outside the theta band, the ERN results confirmed this pattern. Additionally, when the non-phase-locked component was removed from continuous EEG, stronger theta power was still observed in aware errors compared to unaware errors. Collectively, these findings may suggest that (1) the ERN emerges from phase-locked component of theta band EEG activities; (2) the ERN engages in conscious error perception and serves the emerging error awareness through the activity of theta oscillations. Thus, early error monitoring is a precursor to error awareness, but this relationship is masked by high-frequency activity in aware errors when the ERN is not filtered outside the theta band in the Go/No-go task.

Monitoring and control in multitasking

The idea that conflict detection triggers control adjustments has been considered a basic principle of cognitive control. So far, this "conflict-control loop" has mainly been investigated in the context of response conflicts in single tasks. In this theoretical position paper, we explore whether, and how, this principle might be involved in multitasking performance, as well. We argue that several kinds of conflict-control loops can be identified in multitasking at multiple levels (e.g., the response level and the task level), and we provide a selective review of empirical observations. We present examples of conflict monitoring and control adjustments in dual-task and task-switching paradigms, followed by a section on error monitoring and posterror adjustments in multitasking. We conclude by outlining future research questions regarding monitoring and control in multitasking, including the potential roles of affect and associative learning for conflict-control loops in multitasking.

Do sensorimotor perturbations to standing balance elicit an error-related negativity?

Detecting and correcting errors is essential to successful action. Studies on response monitoring have examined scalp ERPs following the commission of motor slips in speeded-response tasks, focusing on a frontocentral negativity (i.e., error-related negativity or ERN). Sensorimotor neurophysiologists investigating cortical monitoring of reactive balance recovery behavior observe a strikingly similar pattern of scalp ERPs following externally imposed postural errors, including a brief frontocentral negativity that has been referred to as the balance N1. We integrate and review relevant literature from these discrepant fields to suggest shared underlying mechanisms and potential benefits of collaboration across fields. Unlike the cognitive tasks leveraged to study the ERN, balance perturbations afford precise experimental control of postural errors to elicit balance N1s that are an order of magnitude larger than the ERN and drive robust and well-characterized adaptation of behavior within an experimental session. Many factors that modulate the ERN, including motivation, perceived consequences, perceptual salience, expectation, development, and aging, are likewise known to modulate the balance N1. We propose that the ERN and balance N1 reflect common neural activity for detecting errors. Collaboration across fields could help clarify the functional significance of the ERN and poorly understood interactions between motor and cognitive impairments.

Error-related pupil dilation is sensitive to the evaluation of different error types

Adjusting behavior following errors is essential for successful goal-directed performance. Error-related pupil dilation indicates increased autonomic arousal and has been shown to predict adaptive adjustments of post-error behavior. Because different types of errors may require different behavioral adjustments, we investigated whether this process is also sensitive to the evaluation of different types of errors. We used a four-choice flanker task where errors occur either by pressing a button associated with the distractors (flanker errors), or by pressing a button not associated with the stimulus at all (nonflanker errors). Flanker errors imply suboptimal selective attention to the target and are therefore of increased significance for successful performance. Pupil dilation was larger for flanker errors than nonflanker errors, and only pupil dilation on flanker errors predicted a decrease of error probability on the next trial. Moreover, the error-related negativity, an electrophysiological marker of early error monitoring in the medial frontal cortex, was larger on flanker errors anticipating the effect of error type on pupil dilation. These results show that error-related pupil dilation is sensitive to the type and significance of errors and correlates with adaptive behavioral adjustments accordingly. This suggests that mechanisms underlying error-related pupil dilation receive inputs from error evaluation mechanisms in the medial frontal cortex.

Linking puberty and error-monitoring: Relationships between self-reported pubertal stages, pubertal hormones, and the error-related negativity in a large sample of children and adolescents

The error-related negativity (ERN) is a negative deflection in the event-related potential occurring when individuals make mistakes. The ERN has been proposed as a biomarker for anxiety and a substantial amount of research suggests the ERN increases across development. Further, the ERN may relate to individual differences and the development of cognitive control. Despite the large quantity of research on this topic, there have been no studies focusing on the relationship between pubertal hormones and the ERN. Previous work suggests developmental increases may begin sooner for girls than for boys, suggesting that puberty may impact the ERN. The current study examined the relationship between pubertal hormones and the ERN amplitude in a sample of 99 females between 8 and 14 years old. Each participant and the parent who accompanied them completed the Pubertal Developmental Scale (PDS) to assess the degree to which pubertal indicators are present. Participants also completed a Go/NoGo Task while EEG was recorded and participants provided saliva samples for hormone assays. Results indicated that ERN was significantly related to both the dehydroepiandrosterone (DHEA) hormone and PDS scores. A simultaneous multivariate regression suggested that DHEA levels significantly predict the ERN, even when controlling for age, behavioral variables, and PDS. These findings suggest that ERN amplitude is related to DHEA levels, further linking puberty to developmental increases in the ERN. Future research should examine this relationship in the context of developmental increases in anxiety symptoms.

A biomarker of anxiety in children and adolescents: A review focusing on the error-related negativity (ERN) and anxiety across development

BACKGROUND

Anxiety disorders are the most common form of psychopathology and often begin early in development. Therefore, there is interest in identifying neural biomarkers that characterize pathways leading to anxiety disorders early in the course of development. A substantial amount of work focuses on the error-related negativity (ERN) as a biomarker of anxiety. While two previous reviews have focused on the relationship of the ERN and anxiety in adults, no previous review has focused on this issue in children and adolescents.

RESULTS AND CONCLUSIONS

Overall, 22 studies were included in the current review. A number of patterns emerged, including: 1.) The ERN is enhanced in clinically anxious children at all ages (6-18 years old), regardless of the task used to measure the ERN. 2.) Studies focusing on anxiety symptoms and temperamental fear suggest that the relationship between the ERN and normative anxiety may change across development. 3.) The ERN can predict the onset of anxiety disorders across different developmental periods. 4.) The ERN relates to other markers of risk for anxiety (e.g., aversive startle potentiation) in children and adolescents.

The effect of expressive writing on the error-related negativity among individuals with chronic worry

The error-related negativity (ERN), an ERP elicited immediately after errors, is enlarged among individuals with anxiety. The relationship between anxiety and enlarged ERN has spurred interest in understanding potential therapeutic benefits of decreasing its amplitude within anxious individuals. The current study used a tailored intervention-expressive writing-in an attempt to reduce the ERN among a sample of individuals with chronic worry. Consistent with hypotheses, the ERN was reduced in the expressive writing group compared to an unrelated writing control group. Findings provide experimental support that the ERN can be reduced among anxious individuals with tailored interventions. Expressive writing may serve to "offload" worries from working memory, therefore relieving the distracting effects of worry on cognition as reflected in a decreased ERN.