From ERPs to academics

Charles H. Hillman, Matthew B. Pontifex, Robert W. Motl, Kevin C. O'Leary, Christopher R. Johnson, Mark R. Scudder, Lauren B. Raine, Darla M. Castelli

Research output: Contribution to journalArticle

Abstract

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.

Original languageEnglish (US)
Pages (from-to)S90-S98
JournalDevelopmental Cognitive Neuroscience
Volume2
Issue numberSUPPL. 1
DOIs
StatePublished - Feb 15 2012

Keywords

  • Academic achievement
  • Executive control
  • Inhibition
  • P3
  • Scholastic performance
  • Working memory

ASJC Scopus subject areas

  • Cognitive Neuroscience

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  • Cite this

    Hillman, C. H., Pontifex, M. B., Motl, R. W., O'Leary, K. C., Johnson, C. R., Scudder, M. R., Raine, L. B., & Castelli, D. M. (2012). From ERPs to academics. Developmental Cognitive Neuroscience, 2(SUPPL. 1), S90-S98. https://doi.org/10.1016/j.dcn.2011.07.004