Oregon Social Learning Center, Eugene, OR, USA.
Department of Psychological and Brain Sciences, University of Massachusetts, Amherst, MA, USA.
Dev Psychopathol. 2021 Aug;33(3):832-842. doi: 10.1017/S0954579420000164.
This study examined the impact of a school readiness intervention on external response monitoring in children in foster care. Behavioral and event-related potential (ERP) data were collected during a flanker task from children who received the Kids In Transition to School (KITS) Program (n = 26) and children who received services as usual (n = 19) before and after the intervention. While there were no significant group differences on the behavioral data, the ERP data for the two groups of children significantly differed. Specifically, in contrast to the children who received services as usual, the children who received the KITS Program displayed greater amplitude differences between positive and negative performance feedback over time for the N1, which reflects early attention processes, and feedback-related negativity, which reflects evaluation processes. In addition, although the two groups did not differ on amplitude differences between positive and negative performance feedback for these ERP components before the intervention, the children who received the KITS Program displayed greater amplitude differences than the children who received services as usual after the intervention. These results suggest that the KITS Program had an effect on responsivity to external performance feedback, which may be beneficial during the transition into kindergarten.
本研究考察了学前准备干预对寄养儿童外部反应监测的影响。在一项侧抑制任务中，收集了接受儿童过渡到学校计划（KITS）（n = 26）和接受常规服务儿童（n = 19）干预前后的行为和事件相关电位（ERP）数据。虽然两组儿童在行为数据上没有显著差异，但两组儿童的 ERP 数据存在显著差异。具体而言，与接受常规服务的儿童相比，接受 KITS 计划的儿童在 N1（反映早期注意过程）和反馈相关负波（反映评估过程）上，正反馈和负反馈之间的振幅差异随时间逐渐增大。此外，尽管两组儿童在干预前这些 ERP 成分的正反馈和负反馈之间的振幅差异没有差异，但接受 KITS 计划的儿童在干预后比接受常规服务的儿童表现出更大的振幅差异。这些结果表明，KITS 计划对外部表现反馈的反应性产生了影响，这可能在进入幼儿园过渡期间有益。
