Conducting Event-Related Potential (ERP) Research with Young Children: A Review of Components, Special Considerations and Recommendations for Research on Cognition and Emotion.

There has been an unprecedented increase in the number of research studies employing event-related potential (ERP) techniques to examine dynamic and rapidly-occurring neural processes with children during the preschool and early childhood years. Despite this, there has been little discussion of the methodological and procedural differences that exist for studies of young children versus older children and adults. That is, reviewers, editors, and consumers of this work often expect developmental studies to simply apply adult techniques and procedures to younger samples. Procedurally, this creates unrealistic expectations for research paradigms, data collection, and data reduction and analyses. Scientifically, this leads to inappropriate measures and methods that hinder drawing conclusions and advancing theory. Based on ERP work with preschoolers and young children from 10 laboratories across North America, we present a summary of the most common ERP components under study in the area of emotion and cognition in young children along with 13 realistic expectations for data collection and loss, laboratory procedures and paradigms, data processing, ERP averaging, and typical challenges for conducting this type of work. This work is intended to supplement previous guidelines for work with adults and offer insights to aid researchers, reviewers, and editors in the design and evaluation of developmental research using ERPs. Here we make recommendations for researchers who plan to conduct or who are conducting ERP studies in children between ages 2 and 12, focusing on studies of toddlers and preschoolers. Recommendations are based on both data and our cumulative experience and include guidelines for laboratory setup, equipment and recording settings, task design, and data processing.

Short- and long-term stability of alpha asymmetry in infants: Baseline and affective measures.

Asymmetry in cortical activity was tested for short- and long-term stability during the first year of life. Infants (N = 129) completed a total of four laboratory visits: two visits occurred about 1 week apart when infants were 6 months old, and two visits occurred about 1 week apart when infants were 12 months of age. At each laboratory visit, EEG readings were taken during five 1-min, neutral baselines as well as during a negative and a positive emotion-eliciting task. The stability of hemispheric asymmetry was assessed at midfrontal (F3/4, F7/8) and parietal (P3/4) electrode sites. Asymmetry in baseline and fear-eliciting episodes showed moderate short-term stability. Long-term stability was apparent when assessments were composited at 6 months and 12 months. Frontal asymmetry was greater than parietal asymmetry for baseline recordings. There was minimal evidence for stability in asymmetry during positive emotion tasks. Results are discussed with regard to the collection and interpretation of alpha asymmetry measures during infancy.

ERN, theta power, and risk for anxiety problems in preschoolers.

The Error Related Negativity (ERN) is a neural marker of performance monitoring that has been inconsistently linked to anxiety risk in children. One avenue for understanding inconsistencies is to investigate other neural dynamics linked to ERN. In this study, we investigated interactions between ERN and power in the theta frequency band, which is associated with attentional control and theorized to contribute ERN, in association with childhood anxiety risk. Fifty-nine 3-year-old children provided usable EEG data during a modified go/no-go task. Associations between ERN and anxious behaviors in preschoolers were moderated by theta power during incorrect trials. Specifically, when theta power was low, greater ERN predicted more social withdrawal; when theta power was high, ERN and social withdrawal were unrelated. Our findings suggest that ERN and theta may jointly contribute to anxiety risk in early childhood.