Early math and reading achievement are associated with the error positivity
Matthew H Kim1, Jennie K Grammer1, Loren M Marulis1
1University of Michigan, 530 Church Street, Ann Arbor, MI 48109-1043, United States.
Developmental Cognitive Neuroscience
|October 17, 2016
Summary
Early academic skills in reading and math predict differences in the error positivity (Pe) brainwave, but not the error-related negativity (ERN). This suggests the Pe reflects motivational and attention factors linked to academic success.
Area of Science:
- Cognitive Neuroscience
- Developmental Psychology
- Educational Psychology
Background:
- Executive functioning (EF) and motivation are crucial for academic achievement.
- Error-related event-related potentials (ERPs), including the ERN and Pe, are linked to cognitive processes and academic success.
Purpose of the Study:
- To investigate if early academic skills (reading and math) predict variability in error-related ERPs (ERN and Pe) in young children.
- To explore the relationship between academic achievement levels and these neural correlates of error processing.
Main Methods:
- A Go/No-Go task was administered to 113 children aged three to seven years.
- Behavioral data and electroencephalography (EEG) data, specifically ERN and Pe amplitudes, were collected.
- Early reading and math skills were assessed.
Main Results:
- Stronger early reading and math skills were associated with a larger Pe amplitude.
- This relationship was quadratic and significant for children performing at or near grade level.
- Early academic skills did not predict the ERN amplitude.
Conclusions:
- The error positivity (Pe) may be associated with early academic achievement, reflecting individual differences in motivational and attentional processes.
- The ERN does not appear to be predicted by early academic skills in this age group.
- Findings highlight the role of motivational and attentional factors, indexed by the Pe, in early academic development.
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