Socioeconomic factors, error positivity, and performance monitoring in children

Socioeconomic disadvantage has been robustly linked with lower academic achievement in children. These associations may be partially attributable to the effects of socioeconomic disadvantage on error monitoring neural activity in children. The error positivity (Pe) is an event-related potential component that reflects higher-order neural processing involved in recognizing and evaluating errors. In this study, we examined the associations among socioeconomic factors (family income-to-needs ratio, parental educational attainment), Pe amplitude, and parent-reported performance monitoring in typically developing children. Participants were 5- to 13-year-olds (N = 108; 57% male; 13% Hispanic/Latine; 75% White, non-Hispanic/Latine) from a range of socioeconomic backgrounds. Electroencephalography (EEG) data were collected while children completed a speeded arrow flanker task. Parents completed the Task-Monitor scale of the Behavior Rating Inventory of Executive Function, Second Edition. Results indicated that lower parental education was significantly associated with reduced Pe amplitudes in children, independent of age and flanker task error rate. Reduced Pe amplitudes were significantly associated with higher levels of performance monitoring difficulties in children. Family income-to-needs ratio was not associated with Pe amplitude in children. These findings suggest that lower socioeconomic resources are associated with altered neural processing following errors in children. These differences at the neural level could underlie behavioral differences children exhibit in everyday settings, such as home and school.