Poster #5 - Neurodevelopment of Cognitive Control in Early Childhood: A Longitudinal ERP Study

• In Event: Poster Session 19

Abstract

Cognitive control (executive function) skills support goal-directed behavior and predict many developmental outcomes, including school readiness and academic achievement (Diamond, 2013). During early childhood, there are substantial improvements in behavioral performance on cognitive control tasks (Willoughby et al., 2012) and marked brain development in regions subserving cognitive control (Fiske & Holmboe, 2019). However, it is poorly understood what aspects of brain functions supporting cognitive control skills change in early childhood, especially due to a lack of longitudinal studies with large groups of children from diverse backgrounds. Our goal was to examine change in the magnitude (amplitude) and timing (latency) of neural responses as children transitioned from preschool to early elementary school. Specifically, we examined the amplitude and latency of two event-related potential (ERP) components, N2 and P3, which are considered to index cognitive control processes such as conflict monitoring, inhibitory control, and attentional control (Luck, 2014). ERPs were recorded during a Go/No-Go task across three time points (preschool, kindergarten, first grade) in a large racially and socioeconomically diverse sample of children (N = 278; 55% female; 46% minority status). We did not have a priori hypotheses regarding change in the magnitude of the ERP components, due to previous contradictory findings; however, we expected the timing of these components to get faster over time (Downes et al., 2017). Consistent with previous studies, across all time points, we observed larger N2 and P3 mean amplitudes for No-Go versus Go trials over right frontocentral electrodes 250-450 ms post-stimulus and over posterior midline electrodes 300-600 ms post-stimulus, respectively (Rahman et al., 2017) (see Figure 1). We conducted preliminary repeated measures ANOVAs to test for linear change over time (see Table 1). Consistent with past research, behavioral performance improved across time, and the linear increase in performance was more evident for children who were younger at T1 testing (Willoughby et al., 2012). ∆N2 (difference between No-Go and Go trials) increased in magnitude over time, becoming more negative in amplitude. There was an interaction between time and family income such that the linear increase in ∆N2 amplitude was more evident for children from higher income compared to lower income families. Additionally, greater linear increase in ∆N2 amplitude was observed for children who were younger at T1 testing. ∆N2 occurred faster over time, consistent with previous research (Downes et al., 2017). ∆P3 increased in magnitude, becoming more positive in amplitude, but did not occur faster over time. There was no link between maternal education and the ERP measures. The preliminary findings suggest that aspects of brain functions supporting cognitive control change, and how this change occurs depends on the brain functions involved. By the time of the poster presentation, we plan to utilize latent growth curve modeling to provide a more accurate account of developmental trajectories and how socioeconomic factors may contribute to the neurodevelopment of cognitive control. The findings from this study will contribute to a more comprehensive understanding of neurodevelopment of cognitive control during early childhood, with implications for educational, clinical and prevention science.

Authors

• Amanda Peters, University of California - Merced
  Presenting Author

• Selin Zeytinoglu, University of Maryland - College Park

• Esther M. Leerkes, UNC Greensboro

• Elif Isbell, University of California Merced