Early math and reading achievement are associated with the error positivity

Matthew H. Kim; Jennie K. Grammer; Loren M. Marulis; Melisa Carrasco; Frederick J. Morrison; William J. Gehring

doi:10.1016/j.dcn.2016.09.002

Early math and reading achievement are associated with the error positivity

Matthew H. Kim, Jennie K. Grammer, Loren M. Marulis, Melisa Carrasco, Frederick J. Morrison, William J. Gehring

Psychology

Research output: Contribution to journal › Article › peer-review

22 Scopus citations

Abstract

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.

Original language	English
Pages (from-to)	18-26
Number of pages	9
Journal	Developmental Cognitive Neuroscience
Volume	22
DOIs	https://doi.org/10.1016/j.dcn.2016.09.002
State	Published - Dec 1 2016

Bibliographical note

Publisher Copyright:
© 2016 The Authors

Keywords

Attention
Children
Error positivity
Math
Motivation
Reading

ASJC Scopus subject areas

Cognitive Neuroscience

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10.1016/j.dcn.2016.09.002

Cite this

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title = "Early math and reading achievement are associated with the error positivity",

abstract = "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.",

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AU - Grammer, Jennie K.

AU - Marulis, Loren M.

AU - Carrasco, Melisa

AU - Morrison, Frederick J.

AU - Gehring, William J.

PY - 2016/12/1

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AB - 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.

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KW - Children

KW - Error positivity

KW - Math

KW - Motivation

KW - Reading

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ER -

Early math and reading achievement are associated with the error positivity

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

Access to Document

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