TY - JOUR
T1 - Association between EEG asymmetry and the error-related negativity across middle childhood
AU - Lees, Ty
AU - Fry, Cassidy M.
AU - Jetha, Michelle K.
AU - Segalowitz, Sidney J.
AU - Gatzke-Kopp, Lisa M.
N1 - Funding Information:
We would like to acknowledge the generosity of the study participants for providing a lengthy and detailed glimpse into their lives, and to the many research assistants who helped obtain our data. Funding for this project was provided by The Pennsylvania Department of Health to the last author.
Publisher Copyright:
© 2021 Elsevier B.V.
PY - 2021/7
Y1 - 2021/7
N2 - Resting frontal EEG alpha asymmetry has been extensively examined as a marker of motivational disposition. Recent research has examined how this trait-level marker of motivation influences an individual's internal error monitoring (indexed by the error-related negativity; ERN), with mixed findings as to whether more negative ERNs are associated with greater left or right alpha power. Data from 339 children who completed an incentivized Go/No-Go task annually from Kindergarten through 2nd grade were examined for an association between ERN amplitude and EEG asymmetry, and for whether the association was developmentally stable. Results indicate an association between left-dominant activation and a more negative amplitude in Kindergarten, with an inversion of this association emerging by 2nd grade, such that a more negative ERNs were associated with right-dominant activation. We suggest that the association between EEG asymmetry and ERN amplitude is likely modulated by task condition (e.g., incentivization) and experience over time (e.g., habituation).
AB - Resting frontal EEG alpha asymmetry has been extensively examined as a marker of motivational disposition. Recent research has examined how this trait-level marker of motivation influences an individual's internal error monitoring (indexed by the error-related negativity; ERN), with mixed findings as to whether more negative ERNs are associated with greater left or right alpha power. Data from 339 children who completed an incentivized Go/No-Go task annually from Kindergarten through 2nd grade were examined for an association between ERN amplitude and EEG asymmetry, and for whether the association was developmentally stable. Results indicate an association between left-dominant activation and a more negative amplitude in Kindergarten, with an inversion of this association emerging by 2nd grade, such that a more negative ERNs were associated with right-dominant activation. We suggest that the association between EEG asymmetry and ERN amplitude is likely modulated by task condition (e.g., incentivization) and experience over time (e.g., habituation).
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U2 - 10.1016/j.biopsycho.2021.108137
DO - 10.1016/j.biopsycho.2021.108137
M3 - Article
C2 - 34139311
AN - SCOPUS:85108065306
SN - 0019-493X
VL - 163
JO - Biological Psychology
JF - Biological Psychology
M1 - 108137
ER -