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Increased Error-Related Brain Activity in Six-Year-Old Children with Clinical Anxiety

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Abstract

Anxiety disorders are the most frequently diagnosed form of psychopathology in children and often result in chronic impairment that persists into adulthood. Identifying neurobehavioral correlates of anxiety that appear relatively early in life would inform etiological models of development and allow intervention and prevention strategies to be implemented more effectively. The error-related negativity (ERN), a negative deflection in the event-related potential at fronto-central sites approximately 50 ms following the commission of errors, has been consistently found to be larger among anxious adults. The current study sought to extend these findings to even younger individuals: the ERN was elicited by a Go/NoGo task in 48 six year-old children with a clinical anxiety disorder assessed by diagnostic interview and 48 age-matched controls. In addition to child anxiety disorder, the ERN was examined in relation to maternal history of anxiety disorder, which was previously related to a smaller ERN. Anxious children were characterized by a larger (i.e., more negative) ERN and maternal history of anxiety disorder was associated with a smaller ERN. Thus, the relationship between an increased ERN and clinical anxiety is evident by age 6, and this effect appears independent from an opposing influence of maternal anxiety history on the ERN. These findings support the ERN as a promising neurobehavioral marker of anxiety, and implications are discussed.

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Notes

  1. A follow-up Repeated-measures ANOVA suggested that the ERN was larger among children with specific phobia compared to controls, at a trend level, F(1, 66) = 3.21, p = 0.08. No other diagnostic group was large enough to perform similar analyses.

  2. The error positivity (Pe) was evaluated on error trials as the average activity at a pooling of Cz, CP1, CP2, and Pz from 200 to 500 ms following response onset. A comparable time window was also evaluated at the same sites on correct trials. Overall, there was a main effect of response type (error vs. correct), F(1, 94) = 76.35, p < 0.001, such that incorrect responses, M = 13.89, SD = 14.08, were significantly more positive than correct responses, M = 3.04, SD = 4.36. Overall electrocortical responses in this time window did not vary by group, F(1, 94) = 0.25, p = 0.25. Statistical analyses did not reveal a significant difference between the ANX and CON groups, F(1, 94) = 0.65, p = 0.42.

  3. Using children randomly chosen with no diagnoses as a control group, we performed the same analysis. Results were consistent with those reported above, the ∆ERN was larger in the ANX group, F(1, 92) = 7.32, p < 0.01, and smaller among children with a history of maternal anxiety, F(1, 92) = 4.74, p < 0.05.

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  1. Department of Psychology, Stony Brook University, Stony Brook, NY, USA

    Alexandria Meyer, Greg Hajcak, Autumn Kujawa, Jiyon Kim, Sara Bufferd, Gabrielle Carlson & Daniel N. Klein

  2. Department of Veterans Affairs San Diego, San Diego, CA, USA

    Dana C. Torpey

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Meyer, A., Hajcak, G., Torpey, D.C. et al. Increased Error-Related Brain Activity in Six-Year-Old Children with Clinical Anxiety. J Abnorm Child Psychol 41, 1257–1266 (2013). https://doi.org/10.1007/s10802-013-9762-8

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