Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Information Processing Approach01:30

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...
Revisionist Views of Adolescent and Adult Cognition01:24

Revisionist Views of Adolescent and Adult Cognition

A revisionist approach to Jean Piaget's theory of cognitive development has brought new insights that challenge and reinterpret his established ideas. Piaget proposed that the formal operational stage, emerging in adolescence, represents the culmination of cognitive maturity. During this stage, individuals are said to develop abstract thinking, engage in systematic problem-solving, and show a form of egocentrism, believing others are as preoccupied with their behavior as they are themselves.

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Do you remember? Effects of lexical predictability on false and true recognition memory.

Journal of experimental psychology. Learning, memory, and cognition·2026
Same author

Editorial: Social influences on ontogenetic development.

Frontiers in psychology·2026
Same author

Shared effects of one's own and others' experiences during reinforcement learning on episodic memory.

NPJ science of learning·2026
Same author

Differences in learning across the lifespan emerge via resource-rational computations.

Psychological review·2025
Same author

Age differences in context use during reading and downstream effects on recognition memory.

Psychology and aging·2024
Same author

Modern scores for traditional tests - Review of the diagnostic potential of scores derived from word list learning tests in mild cognitive impairment and early Alzheimer's Disease.

Neuropsychologia·2024
Same journal

Neural Sensitivity to Conversational Inter-Speaker Gaps in the Broad Autism Phenotype.

Psychophysiology·2026
Same journal

Open Communication Can Lead to Equivalent EEG Data Quality for Black Women: Multilevel Modeling Interindividual Differences on Emotional Scene and Face Perception.

Psychophysiology·2026
Same journal

What's in a Mean? Comparing Interbeat Interval Averaging Methods Across Variability Levels and Window Lengths.

Psychophysiology·2026
Same journal

Model-Free and Model-Based Learning in Human Fear Conditioning.

Psychophysiology·2026
Same journal

Examining the Impact of Acute Exercise and Arousal Reappraisal on Stressor-Evoked Psychological and Cardiovascular Responses.

Psychophysiology·2026
Same journal

Respiratory Sinus Arrhythmia and Hierarchical Dimensions of Psychopathology.

Psychophysiology·2026
See all related articles

Related Experiment Video

Updated: Jun 22, 2026

Event-related Potentials During Target-response Tasks to Study Cognitive Processes of Upper Limb Use in Children with Unilateral Cerebral Palsy
08:26

Event-related Potentials During Target-response Tasks to Study Cognitive Processes of Upper Limb Use in Children with Unilateral Cerebral Palsy

Published on: January 11, 2016

Developmental differences in learning and error processing: evidence from ERPs.

Ben Eppinger1, Barbara Mock, Jutta Kray

  • 1Department of Psychology, Saarland University, Saarbrücken, Germany. eppinger@princeton.edu

Psychophysiology
|June 6, 2009
PubMed
Summary
This summary is machine-generated.

Children show distinct learning differences from adults, particularly with partial feedback. They exhibit heightened sensitivity to external error signals and struggle to disengage from positive feedback during learning.

More Related Videos

Event Related Potentials (ERPs) and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder (ADHD)
10:02

Event Related Potentials (ERPs) and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder (ADHD)

Published on: March 12, 2020

A Semantic Priming Event-related Potential (ERP) Task to Study Lexico-semantic and Visuo-semantic Processing in Autism Spectrum Disorder
08:17

A Semantic Priming Event-related Potential (ERP) Task to Study Lexico-semantic and Visuo-semantic Processing in Autism Spectrum Disorder

Published on: April 12, 2018

Related Experiment Videos

Last Updated: Jun 22, 2026

Event-related Potentials During Target-response Tasks to Study Cognitive Processes of Upper Limb Use in Children with Unilateral Cerebral Palsy
08:26

Event-related Potentials During Target-response Tasks to Study Cognitive Processes of Upper Limb Use in Children with Unilateral Cerebral Palsy

Published on: January 11, 2016

Event Related Potentials (ERPs) and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder (ADHD)
10:02

Event Related Potentials (ERPs) and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder (ADHD)

Published on: March 12, 2020

A Semantic Priming Event-related Potential (ERP) Task to Study Lexico-semantic and Visuo-semantic Processing in Autism Spectrum Disorder
08:17

A Semantic Priming Event-related Potential (ERP) Task to Study Lexico-semantic and Visuo-semantic Processing in Autism Spectrum Disorder

Published on: April 12, 2018

Area of Science:

  • Cognitive Neuroscience
  • Developmental Psychology
  • Learning Sciences

Background:

  • Understanding developmental changes in error processing is crucial for cognitive development research.
  • Event-related potentials (ERPs) provide insights into the neural mechanisms of error detection and learning.

Purpose of the Study:

  • To investigate developmental differences in the neural correlates of internal (ERN) and external (FRN) error processing during learning.
  • To examine how children and adults process feedback validity and its impact on learning and ERPs.

Main Methods:

  • A probabilistic learning task with manipulated feedback validity was employed.
  • Behavioral accuracy and event-related potentials (ERPs), specifically the error-related negativity (ERN) and feedback-related negativity (FRN), were recorded.
  • Performance levels were equated between children and adults for comparison.

Main Results:

  • While accuracy was similar with valid feedback, age differences emerged with partially invalid feedback.
  • Children did not differentiate response correctness with partial invalid feedback, unlike adults, suggesting impaired representation of response accuracy under learning interference.
  • Children showed a larger FRN and reduced ERP learning effects for positive feedback, indicating greater sensitivity to external errors and difficulty disengaging from positive feedback.

Conclusions:

  • Children's learning is modulated differently by feedback validity compared to adults, particularly when facing interference.
  • Developmental differences in error monitoring and feedback sensitivity impact learning processes in children.
  • Children's enhanced sensitivity to external error signals and reduced ability to disengage from positive feedback highlight key developmental trajectories in learning and cognitive control.