From ERPs to academics.
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.
Department of Kinesiology & Community Health, University of Illinois at Urbana-Champaign, Urbana, IL 61801, United States. chhillma@illinois.edu
Charles H
CH
Hillman
Matthew B
MB
Pontifex
Robert W
RW
Motl
Kevin C
KC
O'Leary
Christopher R
CR
Johnson
Mark R
MR
Scudder
Lauren B
LB
Raine
Darla M
DM
Castelli
D000124:Achievement; D001076:Aptitude / Q000502:physiology*; D002648:Child; D004522:Educational Status; D018913:Event-Related Potentials, P300 / Q000502:physiology*; D005260:Female; D006801:Humans; D007360:Intelligence / Q000502:physiology*; D008297:Male; D008433:Mathematics; D008570:Memory, Short-Term / Q000502:physiology*; D009483:Neuropsychological Tests; D011597:Psychomotor Performance / Q000502:physiology; D011930:Reaction Time; D011932:Reading; D012044:Regression Analysis