Cognition and Cognitive Neuroscience Brown Bag

Matt Kim, Department of Psychology, Developmental Doctoral Student

Friday, November 09, 2012, 3:00 pm – 4:30 pm
B247 East Hall

Event Information

Abstract: Motivational processes have been extensively studied among various populations and in various contexts, but the relation between young children’s motivational characteristics and the neurological processes underlying errors has not yet been explored. The current study assessed young children’s (N = 23, M = 5.4 years) motivation from four different theoretical perspectives and their relation to the error-related negativity (ERN) and error positivity (Pe), two ERP components that reflect error-related brain activity. Children with mastery goals had a larger Pe than did children with performance goals, and higher levels of approach motivation were related to both a larger ERN and Pe. Children who held positive beliefs of their competence on a challenging activity exhibited a larger Pe, while children who expressed beliefs of valuing and enjoying the activity exhibited a smaller Pe. The results suggest that different aspects of motivation are related to different aspects of error-related brain activity in young children. Specifically, the motivational characteristics of young children may be more closely linked to processes of conscious error awareness as indexed by the Pe.