Moderation of the relationship between the error-related negativity and anxiety by age and gender in young children: A preliminary investigation

Sex differences in the association between error-related negativity and harm avoidance during emotional Stroop task

OBJECTIVE

The aim of this study was to investigate the relationship between personality trait harm avoidance and error-related negativity (ERN), emotional Stroop task performances, and to analyze whether sex could serve as a moderator between them.

METHODS

A total of 40 healthy adults (17 men, 23 women) were included in this study. Personality scores, the accuracy and reaction time of the emotional Stroop task, and ERN at FCz were compared between sexes. The interrelationships of these data were analyzed through correlation and regression analyses, considering sex separately and the interaction of sex with harm avoidance in these analyses.

RESULTS

In multiple linear regression analysis, the interaction item of sex and harm avoidance showed a significant association with ERN when considering all participants. In men, harm avoidance had significant associations with ERN, accuracy and reaction time of the emotional Stroop task. However, in women, associations of harm avoidance with ERN and emotional Stroop task performances were not significant.

CONCLUSION

ERN could be observed through the emotional Stroop task. The significant relationships between harm avoidance and ERN, harm avoidance and emotional Stroop task performances were only established in men. ERN, the emotional Stroop task, and harm avoidance are all associated with internalizing disorders; they can be linked according to the findings.

Maternal Social Phobia, but not Generalized Anxiety, Symptoms Interact with Early Childhood Error-Related Negativity to Prospectively Predict Child Anxiety Symptoms

The error-related negativity (ERN) has been called a putative neural marker of anxiety risk in children, with smaller ERN amplitudes denoting greater risk in early childhood. Children of anxious mothers are at elevated risk for anxiety problems compared to children of non-anxious mothers. Still unknown is whether discrete maternal symptoms interact with child ERN to predict different forms of child anxiety risk, knowledge of which could increase our understanding of the specificity of known conditions and pathways for transgenerational effects. Targeting two of the most prevalent forms of anxiety problems across children and adults, we tested whether maternal generalized anxiety disorder (GAD) and social phobia (SP) symptoms when children were 3 years old interacted with child ERN at age 4 years to predict child symptoms of overanxiousness and separation anxiety at age 5 years. We found that greater maternal SP, but not GAD, symptoms along with smaller (i.e., less negative) child ERN predicted more separation anxiety and overanxious symptoms in children, suggesting some specificity in prediction but less specificity in outcomes regarding the transmission of anxiety risk from mothers to offspring.

Emotion Regulation Moderates the Prospective Association between ERN and Anxiety in Early Adolescence: An Age-Specific Moderation of Cognitive Reappraisal but not Expressive Suppression

The increasing prevalence of anxiety problems during adolescence underscores the importance of a better understanding of the development of anxiety. Existing literature has documented a prospective association between error responsivity - characterized by the ERP component of error-related negativity (ERN) - and anxiety in youths. However, it remains unclear to what extent the ERN-anxiety relationship may be moderated by emotion regulation, another attribute critical to the development of anxiety. We collected two waves of data from 115 healthy early adolescents (66 girls; Mean age/SD at T1 = 11.00/1.16 years), approximately one year apart. Participants completed an EEG Go/No-Go task and reported on their anxiety symptoms at T1 and T2; they also reported on their emotion regulation tendencies (i.e., cognitive reappraisal [CR] and expressive suppression [ES]) at T2. The ERN was quantified via a principal component analysis. We found a moderating effect of ES on the ERN-anxiety association. Specifically, a larger T1 ERN predicted greater T2 anxiety symptoms for youths with higher, but not lower, ES. Interestingly, the moderating effect of CR on the ERN-symptom association was conditioned on age. Among older youths (upper age tercile) only, the association between T1 ERN and T2 symptoms was significant for those with lower, but not higher, CR. These findings contribute novel evidence on the moderating effect of emotion regulation on the prospective ERN-anxiety relationship in early adolescence. Our results elucidate age-specific patterns in the moderating effect of CR. Future studies can leverage these findings to tailor emotion regulation interventions for youths of different ages.

Age and anxiety symptoms jointly moderated the curvilinear changes in trial-level ERN following repeated errors on a Go/No-Go task during early adolescence

The ability to detect and monitor errors enables us to maintain optimal performance across tasks. One neurophysiological index of error monitoring is the error-related negativity (ERN), a fronto-central negative deflection peaking between 0 and 150 ms following an erroneous response. While the developmental literature has illustrated age-related differences in the ERN and its association with anxiety, the literature has mainly focused on the between-person differences of the ERN. Our study examined the within-person variations of the ERN in 115 community-dwelling 9- to 12-year-olds (66 girls; mean age/SD = 11.00/1.16 years). Participants completed an EEG Go/No-Go task and reported their anxiety symptoms. Multilevel growth analyses yielded significant within-person, curvilinear changes in the ERN throughout the task. Youths' trial-level ERN increased (i.e., became more negative) with early errors, but decreased with subsequent errors. This curvilinear pattern was evident in older, but not younger, youths. Age also interacted with anxiety symptoms: younger youths with higher anxiety showed a continuous increase in the ERN throughout the task, whereas older youths with higher anxiety showed an initial increase followed by a decline in the ERN. Our study contributed novel evidence for the development of the ERN and the underlying mechanisms of the ERN-anxiety relationship that cannot be captured by between-person approaches.

Characterizing within-person variance in, and menstrual cycle associations with, event-related potentials associated with positive and negative valence systems: The reward positivity and the error-related negativity

Event-related potentials (ERPs) are widely employed as measures of transdiagnostic cognitive processes that are thought to underlie various clinical disorders (Hajcak et al., 2019). Despite their prevalent use as individual difference measures, the effects of within-person processes, such as the human menstrual cycle, on a broad range of ERPs are poorly understood. The present study leveraged a within-subject design to characterize between- and within-person variance in ERPs as well as effects of the menstrual cycle in two frequently studied ERPs associated with positive and negative valence systems underlying psychopathology-the Reward Positivity (RewP) and the Error- Related Negativity (ERN). Seventy-one naturally-cycling participants completed repeated EEG and ecological momentary assessments of positive and negative affect in the menstrual cycle's early follicular, periovulatory, and mid-luteal phases. We examined the mean degree of change between cycle phases in both ERPs, the between-person variability in the degree of change in both ERPs, and whether an individual's degree of cyclical change in these ERPs show coherence with their degree of cyclical change in positive and negative affect recorded across the cycle. Results revealed no significant changes in positive and negative affect across the cycle and rather small changes in ERP amplitudes. Significant random slopes in our model revealed larger individual differences in trajectories of change in ERP amplitudes and affect, in agreement with prior evidence of heterogeneity in dimensional hormone sensitivity. Additionally, state-variance in these ERPs correlated with positive and negative affect changes across the cycle, suggesting that cycle-mediated ERP changes may have relevance for affect and behavior. Finally, exploratory latent class growth mixture modeling revealed subgroups of individuals that display disparate patterns of change in ERPs that should be further investigated.

Anxiety Symptoms in Young Children Are Associated With a Maladaptive Neurobehavioral Profile of Error Responding

BACKGROUND

Childhood anxiety symptoms have been linked to alterations in cognitive control and error processing, but the diverse findings on neural markers of anxiety in young children, which vary by severity and developmental stage, suggest the need for a wider perspective. Integrating new neural markers with established ones, such as the error-related negativity, the error positivity, and frontal theta, could clarify this association. Error-related alpha suppression (ERAS) is a recently proposed index of post-error attentional engagement that has not yet been explored in children with anxiety.

METHODS

To identify neurobehavioral profiles of anxiety in young children by integrating ERAS with the error-related negativity, error positivity, frontal theta, and post-error performance indicators, we employed K-means clustering as an unsupervised multimetric approach. For this, we first aimed to confirm the presence and scalp distribution of ERAS in young children. We performed event-related potentials and spectral analysis of electroencephalogram data collected during a Go/NoGo task (Zoo Task) completed by 181 children (ages 4-7 years; 103 female) who were sampled from across the clinical-to-nonclinical range of anxiety severity using the Child Behavior Checklist.

RESULTS

Results confirmed ERAS, showing lower post-error alpha power, maximal suppression at occipital sites, and less ERAS in younger children. K-means clustering revealed that high anxiety and younger age were associated with reduction in ERAS and frontal theta, less negative error-related negativity, enlarged error positivity, more post-error slowing, and reduced post-error accuracy.

CONCLUSIONS

Our findings indicate a link between ERAS, maladaptive neural mechanisms of attention elicited by errors, and anxiety in young children, suggesting that anxiety may arise from or interfere with attention and error processing.

Brain response to errors in children who stutter

PURPOSE

Heightened rates of social anxiety have been reported in adults who stutter (AWS), but it is unclear whether anxiety is heightened also in children who stutter (CWS). Objective neurophysiological responses such as the error-related negativity (ERN) have been associated with anxiety, and ERN was reported to be increased in AWS. In this study, we examined whether ERN and error positivity (Pe) are increased in CWS. We further characterized ERN associations with age and anxiety in CWS relative to children who do not stutter (CWNS).

METHODS

EEG data were recorded from twenty-four CWS and twenty-four matched CWNS aged 3-9 years as they performed a Go/No-Go task. Parent-reported anxiety, and child-reported speech-associated attitude measures were collected. Linear regression models tested the effects of age, group, and their interaction, and the effects of anxiety, group, and their interaction on ERN and Pe.

RESULTS

Contrary to expectations, no ERN or Pe difference were observed between CWS and CWNS. However, larger ERN amplitudes were associated with older age in CWS but not CWNS, suggesting altered development of the error monitoring system in CWS. Association of Pe with anxiety also differed between groups: smaller Pe amplitudes were associated with higher level of parent-reported child anxiety in CWNS but not in CWS. Neither anxiety nor self-reported communication attitude differed between groups.

CONCLUSIONS

Brain responses to errors were overall comparable between CWS and CWNS. However, CWS differed in how error monitoring responses varied with age and with anxiety levels. More research is warranted to examine how these factors contribute to persistent stuttering.

Neural and behavioral indicators of cognitive control in preschoolers with and without prenatal opioid exposure

Prenatal opioid exposure is one consequence of the opioid epidemic, but effects on child development remain poorly understood. There is emerging evidence that children exposed to opioids in utero exhibit elevated emotional and behavioral problems, which may be partially due to alterations in cognitive control. Using multiple methods (i.e., neuropsychological, behavioral, and event-related potential [ERP] assessments), the present study examined differences in emotional, behavioral, and cognitive control difficulties in preschool-aged children with (n = 21) and without (n = 23) prenatal opioid exposure (Mage = 4.30, SD = 0.77 years). Child emotional and behavioral problems were measured with a caregiver questionnaire, indicators of cognitive control were measured using developmentally appropriate behavioral (i.e., delay discounting, Go/No-Go) and neuropsychological (i.e., Statue) tasks, and electroencephalogram was recorded to error and correct responses in a Go/No-Go task. ERP analyses focused on the error-related negativity (ERN), an ERP that reflects error monitoring, and correct-response negativity (CRN), a component reflecting performance monitoring more generally. Opioid exposure was associated with elevated difficulties across domains and a blunted ERN, reflecting altered cognitive control at the neural level, but groups did not significantly differ on behavioral measures of cognitive control. These result replicate prior studies indicating an association between prenatal opioid exposure and behavioral problems in preschool-aged children. Further, our findings suggest these differences may be partially due to children with prenatal opioid exposure exhibiting difficulties with cognitive control at the neural level. The ERN is a potential target for future research and intervention efforts to address the sequelae of prenatal opioid exposure.

Associations between error-related negativity and childhood anxiety risk differ based on socioeconomic status

Children from lower socioeconomic status (SES) families are at increased risk for anxiety problems, though knowledge of the pathways by which SES predicts children's anxiety outcomes remains scant. Limited work suggests SES as a moderator of links between early development and anxiety outcomes but has not used a longitudinal framework or a multimethod approach. In this preregistered study, SES was tested as a simultaneous moderator of putatively biologically (error-related negativity [ERN]) and contextually (authoritarian parenting) based pathways of anxiety risk from ages 3 (Mage = 3.59), 4 (Mage = 4.57), and 5 (Mage = 5.52) [N = 121; 59% female]. Families were largely White and Non-Hispanic and reported a broad range of income (less than $15,000 to $90,001 or greater) from 2014 to 2017. We hypothesized that putatively biological pathways would be the strongest predictors of child outcomes at high SES and that putatively contextual pathways would be the strongest predictors of child outcomes at low SES. Consistent with expectations, smaller ERN across ages 3 and 4 was associated with greater anxious behaviors at age 5, but only at high SES. SES did not moderate parenting-based pathways of risk. Results are partially consistent with previous work suggesting that putatively biological pathways are more robust predictors of child outcomes at high SES than at low SES. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

EEG Dynamics of Error Processing and Associated Behavioral Adjustments in Preschool Children

Preschool children show neural responses and make behavioral adjustments immediately following an error. However, there is a lack of evidence regarding how neural responses to error predict subsequent behavioral adjustments during childhood. The aim of our study was to explore the neural dynamics of error processing and associated behavioral adjustments in preschool children from unsatisfied basic needs (UBN) homes. Using EEG recordings during a go/no-go task, we examined within-subject associations between the error-related negativity (ERN), frontal theta power, post-error slowing, and post-error accuracy. Post-error accuracy increased linearly with post-error slowing, and there was no association between the neural activity of error processing and post-error accuracy. However, during successful error recovery, the frontal theta power, but not the ERN amplitude, was associated positively with post-error slowing. These findings indicated that preschool children from UBN homes adjusted their behavior following an error in an adaptive form and that the error-related theta activity may be associated with the adaptive forms of post-error behavior. Furthermore, our data support the adaptive theory of post-error slowing and point to some degree of separation between the neural mechanisms represented by the ERN and theta.

Error-related brain activity associated with obsessive-compulsive symptoms in youth

BACKGROUND

Subclinical obsessive-compulsive symptoms (OCS) are common in children, and increase risk for later onset of obsessive-compulsive disorder (OCD). In pediatric patients with OCD, neuroimaging research implicates altered neural mechanisms for error-processing, but whether abnormal brain response occurs with subclinical OCS remains poorly understood.

METHODS

Using functional magnetic resonance imaging (fMRI), 113 youth (8-18 years; 45 female) from a community sample were scanned during an error-eliciting Go/No-Go task. OCS were assessed dimensionally using the obsessive-compulsive subscale of the Child Behavior Checklist. The association between OCS scores and error-related brain activity was examined at the whole-brain level.

RESULTS

Lower OCS scores associated with stronger response to errors in dorsal anterior cingulate cortex (dACC), caudate, putamen, thalamus, and occipital cortex. Additionally, lower OCS related to higher capacity for inhibitory control, as indexed by greater accuracy on No-Go trials during fMRI scanning. The relationship between lower OCS and better accuracy on No-Go trials was mediated by greater error-related dACC activity.

CONCLUSIONS

The inverse relationship between OCS and error-related activity in the dACC and extended cortical-striatal-thalamic circuitry may index an adaptive process by which subclinical OCS are minimized in youth. Further, these results identify an observable pattern of brain activity that tracks with subclinical OCS severity. Understanding the link between neural networks for error processing and the normal to abnormal range of OCS may pave the way for brain-based strategies to identify children who are more likely to develop OCD and enable the targeting of preventive strategies to reduce risk.

Childhood behavioral inhibition and overcontrol: Relationships with cognitive functioning, error monitoring, anxiety and obsessive-compulsive symptoms

Anxiety and obsessive-compulsive disorders are common childhood psychiatric disorders. Behavioral inhibition (BI) is a widely studied risk factor for anxiety. Less is known about overcontrol, a related behavioral phenotype characterized by concern for errors, perfectionism, and inflexibility and also associated with anxiety and obsessive-compulsive disorder. Both BI and overcontrol show associations with aberrant cognitive control and neural error responding (via the error-related negativity; ERN) yet it is unknown whether each imparts differential risk. Understanding whether overcontrol demonstrates independent associations from BI with cognitive functioning, neural error monitoring, and childhood anxiety and obsessive-compulsive presentations could aid in identifying a novel mechanistic treatment target. We assessed BI, overcontrol, cognitive functioning and psychopathology in a cross-sectional sample of 5-6 year old children (N = 126). Children completed an electroencephalogram (EEG) to assess the ERN. Overcontrol was associated with worse cognitive shifting, worse inhibitory control and higher anxiety and obsessive-compulsive symptoms, beyond BI. BI was associated with worse cognitive shifting, better inhibitory control and higher anxiety symptoms, beyond overcontrol. When assessed simultaneously, only overcontrol demonstrated a significant relationship with a blunted ERN. Moreover, overcontrol mediated (cross-sectionally) the well-established relationship between ERN and anxiety and obsessive-compulsive symptoms. BI and overcontrol impart differential risk for child cognitive functioning and anxiety while overcontrol demonstrates additional risk for aberrant neural error monitoring, anxiety and obsessive-compulsive presentations. Overcontrol may also be a mechanistic pathway between the ERN and transdiagnostic anxiety and obsessive-compulsive symptoms. Overcontrol may be a target warranted for early-childhood intervention in anxiety and OCD.

Targeting cognitive control to reduce anxiety in very young children: A proof of concept study

OBJECTIVE

Underdeveloped cognitive control (CC)-the capacity to flexibly adjust to changing environments-may predispose some children to early onset anxiety disorders and represents a promising intervention target. The current study established and pilot-tested "Camp Kidpower"-a novel group-based, interactive CC training intervention-and assessed its impacts on behavioral and neurophysiological indices of CC among preschool children with elevated anxiety symptoms.

METHODS

Forty-four anxious children (4-6 years) were enrolled in Camp Kidpower, delivered in four sessions over 10 days. Before and after camp, children's capacity for CC was measured using well-validated, non-trained behavioral tasks and error-related negativity (ERN). Child anxiety symptoms were measured by parent report on the Spence Preschool Anxiety Scale.

RESULTS

Thirty-two children completed the study, as defined by completion of pre- and follow-up assessments and at least three camp sessions. From baseline to after camp, performance on behavioral tests of CC improved, ERN amplitude increased, and anxiety symptoms decreased.

CONCLUSION

Results provide initial evidence that play-based cognitive training targeted to behavioral and brain markers of CC reduces anxiety in preschoolers.

Anxiety, Addiction to Social Networks, Internet and Smartphones in Paraguayan Adolescents: A Brief Report

Background

Several authors have pointed out that the use of smartphones might have an impact on mental health in general. Most of the evidences are focused on the incorrect or overblown use of smartphones, videogame or Internet, particularly focusing on related addiction problems among adolescents.

Objective

The present study, although preliminary, aims to report the first evidence in Paraguay regarding the association between anxiety and addiction to social networks/internet as well as the use of smartphones among adolescents.

Method

Participants (100 adolescents, aged 12- 17 years old) were assessed in a school setting with the Beck Anxiety Inventory (BAI) and the Scale of risk of Addiction to Social Networks and Internet for adolescents (ERA-RSI). Categorical variables and associations were statistically assessed.

Results

The average smartphone use in boys rated 8.06 ±3.81 hours and in girls 9.46 ±4.4 hours. The BAI mean score was 20.71 ± 13.2. Of the participants, 27% reported moderate anxiety, and 36% severe anxiety and scores on this scale were not associated with hours of smartphone use. The ERA-RSI mean score was 1.94 ± 0.46 and anxiety was related to the symptoms-addiction, social-use, and nomophobia dimensions of the scale.

Conclusion

The misuse of smartphones in the Paraguayan pediatric population has been reported to be closely related to anxious symptoms. Our results suggest further research with an impact on possible public health policies aimed at preserving the mental health of children and adolescents exposed to internet and electronic devices.

Post-error slowing in anxiety and obsessive-compulsive disorders

Altered brain response to errors in anxiety and obsessive-compulsive disorders (OCD) suggests cognitive control abnormalities across both types of illness, but behavioral metrics of cognitive control function have yet to be compared in patients selected from these different diagnostic categories. Thus, we examined post-error slowing (PES), a behavioral adjustment that typically occurs after a mistake, in children and adolescents with and without a primary anxiety disorder (N = 103 anxiety and N = 28 healthy controls) and adolescents and adults with and without OCD (N = 118 OCD and N = 60 healthy controls) using a go/no-go task. Primary analyses tested for differences in PES between diagnostic groups (anxiety, OCD, healthy), controlling for age, overall reaction time, and overall accuracy. Results indicated that patients with anxiety disorders exhibited more post-error slowing than both patients with OCD and healthy volunteers. In contrast, participants with OCD did not differ from healthy volunteers in post-error slowing. In subgroup analyses restricted to adolescent participants (ages 13-17 years), more post-error slowing was observed in the anxiety disorders group compared with either the OCD or healthy groups. These data suggest that excessive post-error slowing, an index of behavioral adjustment following errors, may uniquely characterize patients with anxiety disorders relative to healthy individuals and those with OCD.

Event-related potentials data quality in young children: Standardized measurement error of ERN and Pe

Most methods used to quantify event-related potential (ERP) data were developed for use with typical adult populations. Questions regarding how these methods apply to child ERP data remain. Here, we focused on two widely used ERP scoring methods, namely, time-window mean amplitude and peak amplitude measures, for two ERP error monitoring components, the error-related negativity (ERN) and the error positivity (Pe), collected from Kindergarteners during a child-friendly cognitive control task (N = 170). We first established the presence of error-related ERPs and examined the relations between ERP scores and children's behavioral task performance. We then assessed the data quality (precision) of mean and peak ERP amplitude scores at the level of individual participants using the standardized measurement error of ERPs. We also compared the effects of choosing baseline correction periods that were relatively distal versus proximal to responses on data quality. Across each of these analyses, we found that time-window mean amplitude scoring was comparable to, and in some cases outperformed, peak amplitude scoring. In addition, the proximal baseline provided higher data quality than the distal baseline. We conclude with specific recommendations regarding the scoring and baseline correction for ERP data collected from young children.

On the relationship between the error-related negativity and anxiety in children and adolescents: From a neural marker to a novel target for intervention

The current review focuses on our work on the relationship between the error-related negativity (i.e., ERN) and anxiety in children and adolescents. The ERN is an event-related potential (ERP) that appears as a negative deflection in the ERP waveform when individuals make errors and has been found to be increased in anxious individuals. We, and others, have extended this work into developmental populations, finding that the ERN can be measured reliably in children and that the ERN is increased among clinically anxious youth. Furthermore, we have found that the ERN predicts risk for increases in anxiety across development, among healthy and clinically anxious children. We have done work to elucidate what psychological phenomena the increased ERN among anxious children may reflect by creating a self-report measure of error sensitivity (i.e., the Child Error Sensitivity Index) that relates to the ERN. Moreover, we review our work on parenting and the ERN, which suggests that harsh or critical parenting styles may potentiate the ERN in offspring. And, building on these findings, we discuss our recent work to develop novel, computerized intervention strategies to reduce the ERN and thereby risk for anxiety.

Conducting EEG research in clinically anxious preschoolers: A pilot study and preliminary recommendations

Electroencephalography (EEG) data collection can be challenging in preschoolers with anxiety who are often debilitated by fear of the unknown. Thus, we iteratively refined techniques for EEG collection in three cohorts of children with anxiety enrolled in our study of a novel intervention. Techniques involved directing child attention away from the EEG setup (Cohort 1, N = 18), open discussion of equipment and processes during setup (Cohort 2, N = 21), and a preparatory EEG-exposure session prior to data collection (Cohort 3, N = 6). Children (N = 45, 4-7 years) attempted a Time 1 EEG before intervention, and those who completed intervention (N = 28) were invited to a Time 2 EEG. The percentages who provided analyzable EEGs were assessed by cohort. Cohort 3 provided more Time 1 EEGs (83.3%) than Cohorts 1 or 2 (66.7% each), suggesting that the preparatory session supported first-time EEG collection. More children provided Time 2 EEG data across successive cohorts (Cohort 1: 66.7%, Cohort 2: 82%, Cohort 3: 100%), suggesting that more open communication facilitated repeat EEG collection. Ultimately, increased EEG exposure and child-friendly communication about procedures improved data acquisition in this sample of clinically anxious preschoolers. Detailed study procedures are shared to support future EEG research in young children with anxiety.

Cognitive Control in Pediatric Obsessive-Compulsive and Anxiety Disorders: Brain-Behavioral Targets for Early Intervention

The DSM provides distinct criteria for obsessive-compulsive disorder (OCD) and various types of anxiety disorders, but phenomenological overlap, high rates of comorbidity, and early onset suggest common underlying mechanisms. This notion is further supported by use of the same treatments-cognitive behavioral therapy and serotonin reuptake inhibitor medication-for managing both OCD and non-OCD anxiety disorders in clinical settings. While early intervention with these gold standard treatments is recommended for pediatric OCD and anxiety disorders, young patients often remain symptomatic even after treatment. To guide the development of novel, mechanistically targeted treatments to better resolve OCD and anxiety symptoms, the identification of neural circuits underlying psychological constructs with relevance across disorders has been recommended. One construct that may be relevant for understanding pediatric OCD and anxiety disorders is cognitive control, given the difficulty that young patients experience in dismissing obsessions, compulsions, and worry despite recognition that these symptoms are excessive and unreasonable. In this review, we examine findings from a growing body of literature implicating brain-behavioral markers of cognitive control in pediatric OCD and anxiety disorders, including before and after treatment. We conclude by suggesting that interventions designed to enhance the functioning of the task control circuits underlying cognitive control may facilitate brain maturation to help affected youth overcome symptoms.

The error-related negativity as a neuromarker of risk or resilience in young children

INTRODUCTION

The error-related negativity (ERN) is a neural response that reflects error monitoring. Contradictorily, an enlarged (more negative) ERN has been cited as both a risk factor and a protective factor, which hinders its utility as a predictive indicator. The aim of the current study was to examine the associations between ERN measured in early childhood with the development of cognitive control (CC), emotion regulation, and internalizing/externalizing symptoms over 1-2 years.

METHODS

When children were ages 5-7, EEG was collected during a Go/No-Go task. A subset of the original participants (n = 30) were selected based on their baseline ERN in an extreme-case design: half with high-amplitude ERN, matched by age and sex with another group with low-amplitude ERN.

RESULTS

At follow-up, children in the High-Amplitude group showed better executive function, less self-reported anxiety and depression, less affect dysregulation, more parent-rated CC, less lability/negativity, and fewer parent-reported externalizing problems. Many results held even when accounting for baseline levels. Further, emotion dysregulation mediated the relationship between the ERN and both anxiety and externalizing problems, while CC mediated the ERN's relationship with externalizing problems only.

CONCLUSIONS

These results can inform identification and intervention efforts for children at risk for psychopathology.

Factors Influencing Residents' Psychological Status During Standardized Training in COVID-19

Objectives: To explore the influencing factors of residents' psychological status during standardized training in COVID-19 for finding ways to promote their mental health. Methods: A total of 760 residents were surveyed with a structured questionnaire. Correlation analysis was used to analyze the influencing factors of psychological status of the residents, and a mediation model was constructed to verify the mediating role of satisfaction. Results: Age, willingness to study medicine, and satisfaction were positively correlated with negative psychological status (P < 0.05). And gender, only child or not, and annual household income (RMB) were negatively correlated with negative psychological status (P < 0.01). Residents' satisfaction with standardized training mode plays a complete mediating role between annual household income and negative psychological status. Conclusions: Our findings emphasize the importance of concentrating on resident's psychological status and family economic situation. And relative departments should take action to optimize the standardized training mode to improve the satisfaction.

The association between parenting and the error-related negativity across childhood and adolescence

Anxiety is the most common form of psychopathology, and it is often characterized by chronic impairment across the lifespan. Researchers have identified core neural markers that confer risk for anxious outcomes. An increased error-related negativity (ERN) in anxious individuals has been shown to prospectively predict onset of anxiety disorders across development. Hence, it is critical to examine environmental factors that may shape the ERN. In the current study, we use a large sample of 170 female adolescents aged 10-17 to investigate whether the ERN mediates the relationship between parenting style and anxiety diagnostic status. This study replicates previous findings, and it extends previous work by suggesting that this relationship is more robust in young children as compared to adolescents. Interventions targeting the ERN via parenting may be most effective during childhood.