Induced error‐related theta activity, not error‐related negativity, predicts task performance as well as anxiety and worry during real‐life stress in a youth sample

Abstract

AbstractObjectiveThe study examined differences between induced error‐related theta activity (4–7 Hz) and error‐related negativity (ERN) in youth and their unique associations with task performance as well as anxiety and worry during real‐life stress a year later. We hypothesized that induced theta, but not the ERN, would predict task performance. We also hypothesized that induced theta would predict less anxiety and worries during situational stress a year later, while ERN would predict more anxiety and worries.MethodParticipants included 76 children aged 8–13 years who completed a flanker task while electroencephalogram (EEG) and behavioral data (t0) were collected. Approximately 1 year later (t1), during the first COVID‐19 lockdown, 40 families from the original sample completed a battery of online questionnaires to assess the children's stress‐related symptoms (anxiety, negative emotions and worries). We employed an analytical method that allowed us to differentiate between induced error‐related theta and the evoked ERN.ResultsInduced error‐related theta, but not ERN, was associated with behavioral changes during the task, such as post‐error speeding. Furthermore, induced error‐related theta, but not ERN, was prospectively associated with less anxiety, worries, and fewer negative emotions a year later during COVID‐19 lockdown.ConclusionsFindings suggest ERN and error‐related theta are dissociable processes reflecting error monitoring in youth. Specifically, induced error‐related theta is more robustly associated with changes in behavior in the laboratory and with less anxiety and worries in real‐world settings.