| Theoretical models of attention-deficit hyperactivity disorder (ADHD) implicate self-regulatory deficits (Sergeant, 2000), incorporating concepts of performance monitoring (e.g., error detection) and cognitive control processes to adjust behavior to be more adaptive (e.g, post-error slowing). The error-related negativity (ERN), error positivity (Pe), and feedback-related negativity (FRN) are event-related potentials associated with performance monitoring. The available data on error-processing in children with ADHD suggest that both early error detection and later error-evaluation may be diminished, thereby interfering with adaptive control processes. In addition, reinforcement can improve behavior and cognitive processes that are implicated in ADHD, perhaps by influencing these components of self-regulation. We examined the effect of reinforcement on neurophysiological components of self-regulation in children with ADHD and typically developing children (ages 10-12 years). All participants completed a flanker task which alternated between blocks in which children received reinforcement (i.e., immediate performance feedback paired with points to be spent on prizes) and blocks when reinforcement was not present. Reinforcement improved the accuracy of children with ADHD to the level of typically developing children. Children with ADHD exhibited diminished ERN amplitude, associated with internal monitoring, across reinforcement conditions and increased FRN amplitude, associated with external monitoring, compared to control participants. These findings suggest that reinforcement may improve the performance of children with ADHD through external monitoring (i.e., feedback) rather than internal monitoring.;Keywords: ADHD, self-regulation, error-related brain activity, ERN, Pe, FRN, reinforcement... |
