Inhibitory control of emotional interference in children with learning disorders: Evidence from event-related potentials and event-related spectral perturbation analysis

Acute Moderate-Intensity Exercise Generally Enhances Attentional Resources Related to Perceptual Processing

“…Several other stimulus-locked ERP components elicited by the Stroop task were also examined. For example, a larger N2 amplitude was observed for Stroop incongruent trials than congruent trials in the frontal-central region which might indicate incongruent task required a greater recruitment of cognitive resources for conflict monitoring (Botvinick et al, 2004; Veen et al, 2007; Gu et al, 2019) which replicated findings from previous studies (Larson et al, 2014; Ligeza et al, 2018; Gu et al, 2019). Compared with the congruent task, a larger N450 amplitude for incongruent task might reflect monitoring processes involved in conflict detection (Badzakova-Trajkov et al, 2009; Larson et al, 2014) which replicated previous findings (Chang et al, 2017).…”

Inhibitory Control of Emotional Interference in Deaf Children: Evidence From Event-Related Potentials and Event-Related Spectral Perturbation Analysis

“…The role of the anterior cingulate cortex (ACC) and the dorsolateral pre-frontal cortex (DLPFC) regions have been shown to be components of a neural network which plays a critical role in the completion of tasks requiring self-monitoring and inhibition (21). The N450 component demonstrated enhanced amplitudes in deaf children, suggesting that deaf children may require a greater recruitment of cognitive resources from the ACC and DLPFC to achieve the performance levels of hearing controls during emotional stroop task (22,64). In addition, compared to healthy controls, major depressive disorder (MDD) patients showed enhanced N450 amplitude (31,65).…”

“…A meta-analysis of inhibitory control demonstrated that several brain areas have been associated with the mechanisms underlying inhibitory control, with a network involving left and right inferior frontal gyrus (IFG) dorsolateral pre-frontal cortex (dlPFC), anterior cingulate (ACC) (20). Specifically, the role of the anterior cingulate cortex (ACC) and the dorsolateral pre-frontal cortex (DLPFC) regions have been shown to be components of a neural network which plays a critical role in the completion of tasks requiring self-monitoring and inhibition (21,22). In addition, several meta-analyses of emotion regulation reported activations in the bilateral dorsolateral pre-frontal cortex (dlPFC), ventrolateral pre-frontal cortex (vlPFC), dorsal anterior cingulate cortex (dACC) (23)(24)(25), which largely overlaps with the classic frontoparietal cognitive control network (26).…”

Effect of Executive Function on Event-Based Prospective Memory for Different Forms of Learning Disabilities

“…Evidence from the nervous system offers more compelling proof. Brain activity related to executive function exhibits abnormal patterns in students with LDs (Gu et al, 2019), meaning that their ability to monitor information is less developed versus that of typical students, and this ability might be impeded when they learn new knowledge and invoke old knowledge that may reduce their learning efficiency.…”

“…The inclusion eligibility criteria for the LD group were as follows (Wang and Liu, 2007;Zhang et al, 2016;Xiang et al, 2018): (1) students who had no problems in vision, hearing, motor skills, emotion, social and cultural adjustment, etc., were recruited; (2) all 1,102 students who participated in the experiment were tested with the Learning Adaptability Test (AAT) (Zhou, 1992); (3) the 172 students whose AAT scores were converted to grades 2 or below were invited to participate in the following PRS test; (4) the head teachers of these students filled out an adapted Chinese version of the pupil Rating Scale (PRS) (Zhou and Li, 2002), including 24 items rated on a 5-point scale ranging from 1 to 5, to characterize the students' academic difficulty, and screened the 93 students who received scores less than 65 as suspected LDs; (5) the average of scores that these 93 students received on the latest two academic exams were transformed into Z scores. Some studies have suggested that students with Reading (language) scores below the 25th percentile and Mathematics scores above average were considered as RDs; those with Mathematics scores below the 25th percentile and Reading scores above average were considered as MDs; and students with both (Mathematics and Reading) scores below the 25th percentile were considered as students with RDMDs (Wang and Liu, 2007;Xiang et al, 2018;Gu et al, 2019). These criteria were applied to 27 students in the given RDs sample, 30 students in the given MD sample and 28 students in the given RDMD sample.…”