The brain is constantly generating predictions of future sensory input to enable efficient adaptation. In the auditory domain, this applies also to the processing of speech. Here we aimed to determine whether the brain predicts the following segments of speech input on the basis of language-specific phonological rules that concern non-adjacent phonemes. Auditory event-related potentials (ERP) were recorded in a mismatch negativity (MMN) paradigm, where the Finnish vowel harmony, determined by the first syllables of pseudowords, either constrained or did not constrain the phonological composition of pseudoword endings. The phonological rule of vowel harmony was expected to create predictions about phonologically legal pseudoword endings. Results showed that MMN responses were larger for phonologically illegal than legal pseudowords, and P3a was elicited only for illegal pseudowords. This supports the hypothesis that speech input is evaluated against context-dependent phonological predictions that facilitate speech processing.

Neuroscientific research regarding mindsets is so far scarce, especially among children. Moreover, even though research indicates the importance of domain specificity of mindsets, this has not yet been investigated in neuroscientific studies regarding implicit beliefs. The purpose of this study was to examine general intelligence and math ability mindsets and their relations to automatic reactions to negative feedback in mathematics in the Finnish elementary school context. For this, event-related potentials of 97 elementary school students were measured during the completion of an age-appropriate math task, where the participants received performance-relevant feedback throughout the task. Higher growth mindset was marginally associated with a larger P300 response and significantly associated with a smaller later peaking negative-going waveform. Moreover, with the domain-specific experimental setting, we found a higher growth mindset regarding math ability, but not general intelligence, to be associated with these brain responses elicited by negative feedback regarding errors in math. This suggests that it might be important to address domain-specific and even academic-domain-specific beliefs in addition to general mindsets in research and practice.