Kim Matthew H, Grammer Jennie K, Marulis Loren M, Carrasco Melisa, Morrison Frederick J, Gehring William J
University of Michigan, 530 Church Street, Ann Arbor, MI 48109-1043, United States.
University of Michigan, 530 Church Street, Ann Arbor, MI 48109-1043, United States.
Dev Cogn Neurosci. 2016 Dec;22:18-26. doi: 10.1016/j.dcn.2016.09.002. Epub 2016 Sep 21.
Executive functioning (EF) and motivation are associated with academic achievement and error-related ERPs. The present study explores whether early academic skills predict variability in the error-related negativity (ERN) and error positivity (Pe). Data from 113 three- to seven-year-old children in a Go/No-Go task revealed that stronger early reading and math skills predicted a larger Pe. Closer examination revealed that this relation was quadratic and significant for children performing at or near grade level, but not significant for above-average achievers. Early academics did not predict the ERN. These findings suggest that the Pe - which reflects individual differences in motivational processes as well as attention - may be associated with early academic achievement.
执行功能（EF）和动机与学业成绩及与错误相关的事件相关电位（ERP）有关。本研究探讨早期学业技能是否能预测错误相关负波（ERN）和错误正波（Pe）的变异性。来自113名3至7岁儿童在“是/否”任务中的数据显示，更强的早期阅读和数学技能预示着更大的Pe。进一步研究发现，这种关系呈二次曲线，对于成绩处于或接近年级水平的儿童具有显著性，但对于成绩高于平均水平的儿童则不显著。早期学业技能并不能预测ERN。这些发现表明，反映动机过程以及注意力方面个体差异的Pe可能与早期学业成绩有关。
