From ERPs to academics

被引：52

作者：

Hillman, Charles H. ^{[1
]}

Pontifex, Matthew B. ^{[1
]}

Motl, Robert. W. ^{[1
]}

O'Leary, Kevin C. ^{[1
]}

Johnson, Christopher R. ^{[1
]}

Scudder, Mark R. ^{[1
]}

Raine, Lauren B. ^{[1
]}

Castelli, Darla M. ^{[2
]}

机构：

[1] Univ Illinois, Urbana, IL USA

[2] Univ Texas Austin, Austin, TX 78712 USA

来源：

DEVELOPMENTAL COGNITIVE NEUROSCIENCE | 2012年 / 2卷

关键词：

Academic achievement; Scholastic performance; P3; Inhibition; Working memory; Executive control; SHORT-TERM-MEMORY; WORKING-MEMORY; P300; TASK; ACHIEVEMENT; INHIBITION; CHILDREN; PROGRAM; LATENCY; TIME;

D O I：

10.1016/j.dcn.2011.07.004

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

Standardized tests have been used to forecast scholastic success of school-age children, and have been related to intelligence, working memory, and inhibition using neuropsychological tests. However, ERP correlates of standardized achievement have not been reported. Thus, the relationship between academic achievement and the P3 component was assessed in a sample of 105 children during performance on a Go/NoGo task. The Wide Range Achievement Test - 3rd edition was administered to assess aptitude in reading, spelling, and arithmetic. Regression analyses indicated an independent contribution of P3 amplitude to reading and arithmetic achievement beyond the variance accounted for by IQ and school grade. No such relationship was observed for spelling. These data suggest that the P3, which reflects attentional processes involved in stimulus evaluation and inhibitory control may be a biomarker for academic achievement during childhood. (C) 2011 Elsevier Ltd. All rights reserved.

引用

页码：S90 / S98

页数：9

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