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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...

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  1. Home
  3. Individual Differences In Error-related Brain Activity And Post-error Slowing In Children.
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  3. Individual Differences In Error-related Brain Activity And Post-error Slowing In Children.

Related Experiment Video

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

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Published on: January 11, 2016

Individual Differences in Error-Related Brain Activity and Post-Error Slowing in Children.

Gülce Akin1, Sina A Schwarze2, Ulman Lindenberger2,3

  • 1Department of Psychology, University of Trier, Trier, Germany.

Human Brain Mapping
|June 20, 2026

View abstract on PubMed

Summary
This summary is machine-generated.

Children make more consecutive errors and show slower post-error slowing (PES) than adults. However, children

Keywords:
anterior insulacognitive controldACCdevelopmenterror monitoringpost‐error slowingtask switching

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Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Published on: June 30, 2020

Area of Science:

  • Cognitive Neuroscience
  • Developmental Psychology

Background:

  • Errors are crucial for learning and behavior adjustment.
  • Post-error slowing (PES) is a cognitive adjustment where individuals respond slower after an error.
  • Adult PES is linked to anterior cingulate cortex (ACC) and anterior insula activity; children's developing brains may impact this process.

Purpose of the Study:

  • Investigate age differences in error types and PES during task switching.
  • Examine the relationship between error processing brain activity and PES in children.
  • Understand the neurodevelopmental basis of error processing and its impact on cognitive performance.

Main Methods:

  • Compared error types and PES in children (8-11 years) and adults (20-30 years) during a task-switching paradigm.
  • Utilized functional magnetic resonance imaging (fMRI) in a subsample of children to measure error-related brain activity.
  • Correlated brain activation in error processing regions with PES and task performance.

    • Main Results:

    • Children predominantly made consecutive errors, while adults made isolated errors.
    • Adults exhibited larger PES magnitudes than children.
    • Children showed heightened error-related activity in the dorsal ACC and anterior insula; insula activity correlated with better performance and reduced switch costs.

    Conclusions:

    • Neurodevelopment of error processing in late childhood facilitates behavioral adjustments after errors.
    • Children's enhanced error-related brain activity, particularly in the insula, is associated with improved task-switching performance.
    • These findings highlight developmental differences in error processing strategies and their impact on cognitive flexibility.