Error-related Negativity (ERN) is an event-related potential elicited by the commission of errors. It appears as a negative deflection peaking between 50ms and 100ms after an erroneous response. Previous literature demonstrated that individuals who suffer from either anxiety or depression display a higher ERN amplitude compared to a control group. It has also been shown that people with ADHD display a lower ERN amplitude, suggesting that traits of this disorder, such as impulsivity, impair sensitivity to errors. Based on these findings, we investigated which disorder has more weight on the variance in amplitude of the ERN. We recruited thirty-eight students at East Tennessee State University and gathered data on their level of anxiety, depression, and ADHD through completion of three surveys: the Beck Anxiety Inventory, Beck Depression Inventory, and the ADHD self-report scale. Subsequently, participants were asked to perform a modified Flanker task while their EEG neural activity was collected through a 32-channel EEG cap. ERN amplitude for error responses was significantly higher than ERN amplitude for correct responses. In addition, error responses produced a large P300 component of the event-related potential.

In der vorliegenden Arbeit sollte anhand der error-related negativity (ERN) eine eingeschränkte Fehlerwahrnehmung und im weiteren Sinne eine eingeschränkte Handlungskontrolle bei Patienten mit Erkrankungn aus dem schizophrenen Formenkreis im Vergleich zu gesunden Probanden dargestellt werden. Für diesen Vergleich wurde zusätzlich die error- positivity (Pe) herangezogen. Anhand dieser Parameter erfolgte zusätzlich ein Vergleich der Patienten mit einer klassischen Schizophrenie und solchen mit einer Zykloiden Psychose mit Blick auf die bereits existierende klinische Differenzierung gemäß Leonhard. Als Ergebnis ließen sich im Vergleich zu den Kontrollprobanden eine eingeschränkte ERN und eine eingeschränkte Pe bei beiden Patientengruppen feststellen. Die Hypothese, dass Patienten mit einer Zykloiden Psychose sich nicht nur klinisch, sondern auch elektrophysiologisch von den Patienten mit einer klassischen Schizophrenie unterscheiden, ließ sich anhand der ERN und der Pe nicht untermauern. Anders als angenommen wiesen die Patienten mit einer Zykloiden Psychose keine weniger starke Einschränkung der beiden elektrophysiologischen Parameter auf. / In this study we used the error-related negativity (ERN) to show a restricted error- perception and in a broader sense, a limited executive control in patients with schizophrenia spectrum psychoses compared to healthy subjects. Additionally we took the error-positivity (Pe) into account in order to compare these groups. Moreover we tried to differentiate patients with a classical schizophrenia from patients with a cycloid psychosis based on the parameters mentioned above in view of the already existing clinical differentiation according to Leonhard. As a result both patient groups showed lower amplitudes for the ERN and the Pe. The hypothesis that patients with cycloid psychosis differ not only clinically but also electrophysiologically from the patients with classical schizophrenia could not be corroborated by means of the ERN and the Pe. Unlike our assumption patients with a cycloid psychosis did not show less severe restrictions in both electrophysiological parameters compared to those with a classical schizophrenia.

Error-related negativity (ERN) is an event-related potential elicited by the commission of errors. It appears as a negative deflection peaking between 50ms and 100ms after an erroneous response. Previous literature demonstrated that individuals who suffer from either anxiety or depression display a higher ERN amplitude compared to a control group. It has also been shown that people with ADHD display a lower ERN amplitude. Based on these findings, we investigated the relationships between these three disorders and their effects on the amplitude of the ERN. We recruited thirty-one students at East Tennessee State University and gathered data on their level of anxiety, depression, and ADHD through completion of three surveys: the Beck Anxiety Inventory, Beck Depression Inventory, and the ADHD self-report scale. Subsequently, participants were asked to perform a modified Flanker task while their EEG was collected using a 32-channel EEG cap. ERN amplitude for error responses was significantly higher than ERN amplitude for correct responses. In contrast with previous literature, no significant influence on the ERN was observed due to anxiety, depression, or ADHD. Additional research on the topic with larger sample size and different diagnostic procedures may be necessary to further investigate the phenomenon.

The measurement of electrical activity at the scalp using EEG can provide great insight into cognition and information processing. For example, event-related potentials (ERPs) are positive or negative deflections that correspond to a stimulus or event. These ERPs can reflect error processing and attentional processes associated with a stimulus. Specifically, error-related negativity and feedback-related negativity (ERN, FRN), are related to performance/conflict monitoring. Furthermore, the P300 ERP reflects attentional processes in response to target stimuli. Previous research examining the P300 component on a complex learning task has demonstrated increased P300 amplitude in response to violations of participants’ expectations about task events. The current study extends this research by examining ERN and FRN amplitudes on trials with incorrect behavioral responses throughout the same learning task. Pilot data has been collected from four participants. Participants wore an electrode cap with 32 electrodes to record EEG data while completing a paired associate task. Pilot data has demonstrated an increased ERN amplitude 50ms after error commission on incorrect trials. The ERN and FRN amplitudes were greater for incorrect trials than for correct trials. Larger P300 amplitudes were also observed for the incorrect trials than for the correct trials. This extension upon previous findings provides further insight into the role of performance monitoring and error processing in learning.

Rejection sensitivity (RS) is defined as the tendency to anxiously anticipate, perceive, and overreact to real or perceived rejection and can have significant effects on interpersonal relationships. Previous research has shown the negative social effects of RS, particularly in the context of romantic relationships, but less is known about the cognitive implications of having high levels of RS. Specifically, it is unclear whether a heightened sensitivity to rejection is associated with enhanced error processing or feedback evaluation. The current study used EEG to examine the effect of RS on two event-related potential (ERP) components associated with error monitoring and feedback evaluation, error-related negativity (ERN) and feedback-related negativity (FRN), respectively. Participants completed a Flanker task during which they received either social (faces) or nonsocial (symbols) feedback about their performance. Results showed an increased ERN on error trials for individuals with higher RS. Although the FRN was not influenced by RS, there was an expectancy-valence interaction. FRN amplitude was also sensitive to condition, with correct feedback eliciting significantly more negative FRN in the social condition compared to the nonsocial condition; FRN for unexpected feedback was also greater in the social condition. Overall, the results suggest a relationship between error monitoring and RS, as well as a relationship between social information and feedback processing. Future research should further explore the relationship between rejection sensitivity, attention, and social feedback processing.

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Specific ERPs such as error- related negativity (ERN) and feedback- related negativity (FRN) reflect error processing/performance monitoring. The reinforcement learning theory of error processing suggests that ERN reflects the first detection of error commission. In order to elicit ERN, participants must perceive a response as erroneous. This implies that as learning occurs, ERN amplitude increases. A previous study (Horst, Johnson, & Donchin, 1980) examining the P300 component on a learning task demonstrated increased amplitude in response to violations of participants’ expectations about task events. The current study sought to replicate this finding while extending the analysis to include ERN and FRN amplitudes on incorrect trials. Participants completed a complex learning task in which they were required to learn 3 lists of paired nonsense syllables. Participants viewed a stimulus syllable, typed what they believed to be the correct response, then indicated their confidence level on a scale from 0- 100. Feedback was then presented regarding response accuracy. Each list was considered learned after 10 consecutively correct trials. Data from electrodes Fz, Cz, Pz, and Oz showed an increased ERN amplitude 50ms after error commission on incorrect trials. The ERN and FRN amplitudes were greater for incorrect trials than for correct trials. Larger P300 amplitudes were observed for trials in which participants’ outcome expectation was violated. This extension of previous findings provides further insight into the role of error processing in the context of reinforcement learning.

Error- related Negativity (ERN) is an event- related potential elicited by the commission of errors. It appears as a negative deflection peaking between 50ms and 100ms after an erroneous response. Previous literature demonstrated that individuals who suffer from either anxiety or depression display a higher ERN amplitude compared to a control group. It has also been shown that people with ADHD display a lower ERN amplitude. Based on these findings, we investigated the relationships between these three disorders and their effects on the amplitude of the ERN. We recruited thirty- one students at East Tennessee State University and gathered data on their level of anxiety, depression, and ADHD through completion of three surveys: the Beck Anxiety Inventory, Beck Depression Inventory, and the ADHD self- report scale. Subsequently, participants were asked to perform a modified Flanker task while their EEG was collected using a 32- channel EEG cap. ERN amplitude for error responses was significantly higher than ERN amplitude for correct responses. In contrast with previous literature, no significant influence on the ERN due to anxiety, depression, and ADHD was found. Additional research on the topic with larger sample size and different diagnostic procedures may be necessary to further investigate the phenomenon.

Metacognition, which involves monitoring and controlling of one’s thoughts and actions, is essential for guiding behavior and organization of information. Deficits in self-monitoring have been suggested to lead to psychosis and poor functional outcome. Abnormalities in eventrelated potentials originating from the anterior cingulate cortex (ACC), a brain region associated with error detection, have been consistently reported in individuals with schizophrenia during error monitoring tasks. This study sought to examine whether these abnormalities are present in individuals with a history of psychosis across diagnostic categories and whether they are associated with subjective appraisal of self-performance and personality traits related to psychosis. The error-related negativity (ERN), the correct response negativity (CRN), and the error positivity (Pe) were recorded in 15 individuals with a history of psychosis (PSY) and 12 individuals without a history of psychosis (CTR) during performance on a flanker task. Participants also continuously rated their performance on the task and completed the Schizotypal Personality Questionnaire – Brief Revised (SPQ-BR). Compared with the CTR group, the PSY group exhibited reduced ERN and Pe amplitudes during error trials, but normal CRN and Pe amplitudes during correct trials. The PSY group also was less accurate at identifying their errors than the CTR group but just as accurate at identifying correct responses. Across all participants, smaller ERN amplitudes were associated with greater scores on the Disorganized factor of the SPQ-BR and smaller Pe amplitudes were associated with greater scores on the Cognitive Perceptual factor of the SPQ-BR. Individuals with a history of psychosis regardless of diagnosis demonstrated abnormal neural activity during error monitoring. Error monitoring deficits may be associated with vulnerability for psychosis across disorders.

In this systematic review and meta-analysis, the relationship between error awareness and the amplitude of Error-Related Negativity (ERN), a neural response to errors associated with cognitive control and error monitoring processes, was examined. Five studies published between 2010 and 2020, involving a total of 302 participants, were analyzed. Findings revealed a more pronounced negative amplitude of the ERN for aware errors compared to unaware errors, supporting the Error Detection Theory and Reinforcement Learning Theory. The results did not directly support or contradict the Conflict-Monitoring Theory. These findings underscore the critical role of conscious error detection in modulating ERN responses and adaptive behavioral modifications. However, due to the limited number of included studies and variability in their methodologies, caution is needed in interpreting the results. Future research should aim to validate these findings with larger samples and standardized study designs, while also exploring a more nuanced understanding of error awareness.