Error and performance feedback processing by children with Specific Language Impairment—An ERP study

Arbel, Yael; Donchin, Emanuel

doi:10.1016/j.biopsycho.2014.02.012

Cited by 16 publications

(15 citation statements)

References 48 publications

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“…While collecting reaction time and accuracy for providing feedback and as behavioral measures, the ERPs (and associated cognitive parameters) that are assessed are: C1 for early visual processing (Kelly et al, 2008 ), P50 for early auditory processing (Smith et al, 2013 ), MMN for discriminative auditory processing (Chen et al, 2014 ), the N1-P2 complex as a marker of corollary discharge—for self-inference or agency detection (Wang et al, 2014 ), N170 for recognition and differential object perception (Caharel et al, 2013 ), N2pc for covert attention shift (Cespón et al, 2013 ), LRP for motor readiness (Vainio et al, 2014 ), P300 for sustained attention, working memory, context updating and discrimination (Shaikh et al, 2013 ), and finally ERN for self-regulation and performance monitoring (Arbel and Donchin, 2014 ). We discuss the results for four of these ERPs in more detail below:…”

Section: Discussionmentioning

confidence: 99%

“…The first two levels are simple and errors committed are infrequent. However, the third level, Discern and Decide , is highly complex and participants commit more errors as evident by the larger ERN response for incorrect responses (Arbel and Donchin, 2014 ). Incorrect trials show enhanced inter trial coherence across all observed frequencies during the baseline (prior to button response) as compared to the Correct trials which is a remarkable indicator of greater cerebral resource allocation during conflicts or uncertain situations.…”

Section: Discussionmentioning

confidence: 99%

“…A wide variety of ERPs have been studied extensively–for example: the C1, an early visual component that occurs within few milliseconds following the stimulus presentation and not much influenced by the visuospatial attention (Kelly et al, 2008 ), P50 an early auditory component used for assessment of sensory gating (Smith et al, 2013 ), MMN—an index of sound discrimination even in the absence of attention(Chen et al, 2014 ), N1-P2 complex for corollary discharge mechanism—which discriminates sensations generated by one's own action and those generated externally (Wang et al, 2014 ), N170—a component that marks rapid perception of faces and familiar patterns (Caharel et al, 2013 ), N2pc—a component that reflects focus of attention on a potential target during visual search (Cespón et al, 2013 ), LRP—a component that indicates cortical readiness to motor response (Vainio et al, 2014 ), P300—an indicator of cognitive discrimination based on sustained attention and memory mechanisms (Shaikh et al, 2013 ), and ERN—a component that reflects error detection (Arbel and Donchin, 2014 ) etc.…”

Section: Introductionmentioning

confidence: 99%

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Assessing Neurocognition via Gamified Experimental Logic: A Novel Approach to Simultaneous Acquisition of Multiple ERPs

et al. 2016

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The present study describes the development of a neurocognitive paradigm: “Assessing Neurocognition via Gamified Experimental Logic” (ANGEL), for performing the parametric evaluation of multiple neurocognitive functions simultaneously. ANGEL employs an audiovisual sensory motor design for the acquisition of multiple event related potentials (ERPs)—the C1, P50, MMN, N1, N170, P2, N2pc, LRP, P300, and ERN. The ANGEL paradigm allows assessment of 10 neurocognitive variables over the course of three “game” levels of increasing complexity ranging from simple passive observation to complex discrimination and response in the presence of multiple distractors. The paradigm allows assessment of several levels of rapid decision making: speeded up response vs. response-inhibition; responses to easy vs. difficult tasks; responses based on gestalt perception of clear vs. ambiguous stimuli; and finally, responses with set shifting during challenging tasks. The paradigm has been tested using 18 healthy participants from both sexes and the possibilities of varied data analyses have been presented in this paper. The ANGEL approach provides an ecologically valid assessment (as compared to existing tools) that quickly yields a very rich dataset and helps to assess multiple ERPs that can be studied extensively to assess cognitive functions in health and disease conditions.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Assessing Neurocognition via Gamified Experimental Logic: A Novel Approach to Simultaneous Acquisition of Multiple ERPs

et al. 2016

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“…인지적 유연성은 주로 학령전기 아동을 대상으로 하였을 때 Dimensional Change Card Sort (DCCS)와 같은 과제를 사용하여 측 정한다 (Zelazo, Frye, & Rapus, 1996;Müller, Zelazo, Lurye, & Liebermann, 2008 (Arbel & Donchin, 2014;Das & Äystö, 1994;Dibbets, Bakker, & Jolles, 2006;Marton et al, 2014;Weyandt & Willis, 1994 (Yim, Yang, Jo, Lee, & Seong, 2015).…”

Section: 목표과제에서의 요구 또는 규칙의 변화에 유연하게 적응할 수 있는unclassified

The Role of Executive Function for Vocabulary Acquisition and Word Learning in Preschool-Age Children with and without Vocabulary Delay

Yang¹,

Yim

2018

Commun Sci Disord

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This work was supported by BK21plus project by the Korean Government. Objectives: The development of executive function (EF) in childhood can be understood in terms of 'consciousness' development. As age increases, the potential of conscious control of thoughts and behaviors for child can be increased. This study examined the relationship of EF and word learning in children with and without vocabulary delay (VD). Methods: Thirty-five 5-to-6-year-old children with VD and 35 age-matched children with typically developing (TD) participated in this study. Participants' performance was assessed with Quick Incidental Learning (QUIL) for novel word learning, nonword repetition (NWR) for working memory, the Stop Signal Task (SST) for inhibitory control, and the Dimensional Change Card Sort (DCCS) for cognitive flexibility. Accuracy and reaction time in the SST and DCCS were obtained using E-Prime Software; only accuracy was measured in the QUIL and NWR task. MANOVA, correlation, and stepwise multiple regression were used for data analysis. Results: The results showed that the VD group had significantly lower accuracy on the QUIL and NWR, poorer performance on the DCCS, and longer reaction time on the SST than the TD group. The strongest predictor of novel word learning was accuracy in DCCS for the VD group. Conclusion: These results indicate that children with VD require conscious effort to activate their EF instead of learning novel words automatically like their typically developing peers, who acquire new words relatively easily without additional cognitive burdens.

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“…Research on specific self-regulation skills, such as response monitoring, among children with developmental delays is limited (Pears, Kim, Healey, Yoerger, & Fisher, 2015), and work on neural markers of response monitoring among this population has focused largely on adults, older children, or specific disabilities. One of the few studies of children with developmental disabilities—in this case Specific Language Impairment—revealed diminished responding to errors across the three primary response monitoring ERP components (i.e., the ERN, the Pe, and the FRN; Arbel & Donchin, 2014). Studies have also shown that children with autism spectrum disorder tend to exhibit poor response monitoring on cognitive and attentional tasks (Vlamings et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

Improving kindergarten readiness in children with developmental disabilities: Changes in neural correlates of response monitoring

McDermott

Pears

Bruce

et al. 2017

Applied Neuropsychology: Child

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Among children diagnosed with developmental delays, difficulties in self-regulation are prominent and have been linked to school readiness problems. The current study sought to examine the impact of the Kids in Transition to School (KITS) school readiness intervention program on self-regulation, with a specific focus on response monitoring skills, among children with developmental delays. Children (n = 20 in the KITS group and n = 21 in a services as usual group) were administered a flanker task during which event-related potential data were collected to examine group differences in response monitoring. Findings indicated that children in the KITS group showed significant enhancement of a neural index of response monitoring post-intervention. Specifically, the KITS group showed a significant change in the magnitude of their feedback-related negativity in response to negative performance feedback from baseline to post-intervention, whereas children in the services as usual group did not. There were no significant differences between the groups for the error-related negativity or the error-related positivity on incorrect trials nor were there group differences in behavioral performance on the task at the post-intervention assessment. Overall, these findings provide support for the plasticity of response monitoring skills in young children and support the growing literature demonstrating improved self-regulation outcomes via intervention that enhances children's response monitoring.

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Error and performance feedback processing by children with Specific Language Impairment—An ERP study

Cited by 16 publications

References 48 publications

Assessing Neurocognition via Gamified Experimental Logic: A Novel Approach to Simultaneous Acquisition of Multiple ERPs

Assessing Neurocognition via Gamified Experimental Logic: A Novel Approach to Simultaneous Acquisition of Multiple ERPs

The Role of Executive Function for Vocabulary Acquisition and Word Learning in Preschool-Age Children with and without Vocabulary Delay

Improving kindergarten readiness in children with developmental disabilities: Changes in neural correlates of response monitoring

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