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Cited by 153Attention Deficit Hyperactivity DisorderNeural and Behavioral Psychology StudiesDevelopmental and Educational Neuropsychology

Error and feedback processing in children with ADHD and children with Autistic Spectrum Disorder: An EEG event-related potential study

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Groen, Yvonne, Wijers, Albertus A., Mulder, Lambertus J.M., Waggeveld, Brenda, Minderaa, Ruud B., Althaus, Monika·2008·Clinical Neurophysiology
DOI 10.1016/j.clinph.2008.08.004
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Abstract

Objective Performance monitoring was investigated in typically developing (TD) children, children with Autistic Spectrum Disorder (ASD), and Methylphenidate (Mph)-treated and medication-free children with Attention Deficit Hyperactivity Disorder (ADHD).Methods Subjects performed a feedback-based learning task. Event-related Potentials (ERPs) time locked to responses and feedback were derived from the EEG.Results Compared to the TD and ASD groups, the medication-free ADHD group showed a decreased response-locked Error Related Negativity (ERN) and error Positivity (Pe), particularly as learning progressed throughout the task. Compared to the medication-free ADHD group, the Methylphenidate-treated group showed a normalised Pe. All clinical groups showed or tended to show a decreased feedback-locked late positive potential to negative feedback.Conclusions The ERPs suggest that medication-free children with ADHD, but not with ASD, have a diminished capacity to monitor their error responses when they are learning by performance feedback. This capacity partially 'normalises' in Mph-treated children with ADHD. Both children with ADHD and children with ASD are suggested being compromised in affective feedback processing.Significance This study shows that measuring ERPs of error and feedback processing is a useful method for (1) dissociating ADHD from ASD and (2) elucidating medication effects in ADHD on component processes of performance monitoring.

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Written from the paper’s full text.

TL;DR

In 10- to 12-year-old children, medication-free ADHD was associated with reduced response-locked ERN and Pe during feedback-based learning, while ASD did not show this response-monitoring deficit. Methylphenidate-treated ADHD showed a normalised Pe, and both ADHD and ASD groups showed evidence of altered late feedback processing.

Key findings

  • Medication-free children with ADHD had decreased response-locked ERN and Pe amplitudes compared with typically developing (TD) children and children with ASD, particularly as learning progressed; the ASD group did not differ from TD children on ERN or Pe.
  • Methylphenidate-treated children with ADHD showed a normalised Pe amplitude and larger learning effects on the Pe than medication-free ADHD children, but Mph did not modulate the ERN.
  • All clinical groups showed or tended to show a decreased feedback-locked late positive potential to negative feedback; the TD group showed an increased late positivity to negative versus positive feedback, which was attenuated in the ASD and Mph-treated ADHD groups.
  • On the probabilistic learning task, TD children had higher overall accuracy than all clinical groups, but all groups increased accuracy across quartiles with no group difference in learning rate; medication-free ADHD children had more variable correct reaction times and a smaller incorrect-versus-correct RT difference than other groups.

Methods

  • Seventy-two 10- to 12-year-old children were studied: TD (n = 18), medication-free ADHD (n = 18), methylphenidate-treated ADHD (n = 17), and ASD (n = 19; PDDNOS). ADHD was combined type; ASD children had PDDNOS and all were medication-free at testing.
  • Children performed a probabilistic feedback-based learning task with 9 blocks of 96 trials (864 total), using informative and uninformative feedback conditions; EEG was recorded from 21 electrodes, and ERPs were time-locked to responses and feedback.
  • Analyses used repeated measures ANOVAs with group as between-subjects factor and task section/quartile, response type or feedback valence, and electrode position as within-subjects factors; post hoc pairwise group comparisons were performed.

Limitations

  • The paper states that the ASD group included only children with PDDNOS, so conclusions may not extend to full-blown autistic or Asperger disorder; it also recommends larger ADHD samples because symptom heterogeneity and small samples may affect ERP findings.
  • The paper notes that artefact-free error trials were difficult to obtain in some children, especially those with ADHD, leading to deviant degrees of freedom in some comparisons; it also states that ERP findings do not allow direct interpretation of deficient brain structures or neurotransmitter systems.
  • The paper states that the prefeedback SPN in TD children deviated from adult literature in timing and polarity, so conclusions about its neurobiological origins are reserved; evident from the text, the Mph comparison was not placebo-controlled, and medication-free ADHD children discontinued Mph for at least 17 h rather than being medication-naive.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.1016/j.clinph.2008.08.004

Cites

90 of 90 references verified0 citation errors · 0 not checkable

Statistics

Claims the paper makes

0 of 73 cited sources checked · 0 supported · 0 flagged

  • Findingown data
    § a b s t r a c t · p. 2

    Compared to the medication-free ADHD group, the Methylphenidate-treated group showed a normalised Pe.

    “Compared to the medication-free ADHD group, the Methylphenidate-treated group showed a normalised Pe.”
    Quote in the paperSubstantial claim
  • Findingown data
    § a b s t r a c t · p. 2

    All clinical groups showed or tended to show a decreased feedbacklocked late positive potential to negative feedback.

    “All clinical groups showed or tended to show a decreased feedbacklocked late positive potential to negative feedback.”
    Quote in the paperSubstantial claim
  • Findingown data
    § a b s t r a c t · p. 2

    Compared to the TD and ASD groups, the medication-free ADHD group showed a decreased response-locked Error Related Negativity (ERN) and error Positivity (Pe), particularly as learning progressed throughout the task.

    “Compared to the TD and ASD groups, the medication-free ADHD group showed a decreased response-locked Error Related Negativity (ERN) and error Positivity (Pe), particularly as learning progressed throughout the task.”
    Quote in the paperSubstantial claim
  • Findingown data
    § 3.1.2. Reaction times · p. 8

    The medication-free ADHD group was more variable in their correct RTs than the TD group.

    “Overall, however, the medication-free ADHD group was more variable in their correct RTs than the TD group”
    Quote in the paperNot a substantial claim
  • Findingown data
    § 2.1. Subjects · p. 6

    The total scores of both the SCQ and CSBQ confirmed that children with ASD showed significantly more autistic-like symptoms than children with ADHD.

    “The total scores of both questionnaires confirmed that the children with ASD showed significantly more autistic-like symptoms than the children with ADHD”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The CSBQ is a valid measure of social functioning in children.
  • May combine two claims. 57
  • The quote only partly states this claim. 10
  • Classified as probably not a substantial claim. 20

  • May combine two claims.

    Findingown data
    § 3.1.2. Reaction times · p. 8

    In the informative condition the children were faster on incorrect trials than on correct trials (463 ms vs. 496 ms), except for the medication-free ADHD group (481 ms vs. 487 ms).

    “In the informative condition the children were faster on incorrect trials than on correct trials (463 ms vs. 496 ms), except for the medication-free ADHD group (481 ms vs. 487 ms).”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data
    § 3.1.1. Accuracy · p. 8

    All groups increased in accuracy as the learning task progressed, but the learning rate (steepness of learning curves) did not differ between groups.

    “All groups increased in accuracy as the learning task progressed, but the learning rate, i.e. the steepness of the learning curves, did not differ between groups.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data
    § 3.1.2. Reaction times · p. 8

    Within the informative condition the groups did not differ in their mean RT for correct trials, and none of the groups showed a learning effect for these RTs as the learning task progressed.

    “Within the informative condition the groups did not differ in their mean RT for correct trials, and none of the groups showed a learning effect for these RTs as the learning task progressed”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data
    § 3.1.1. Accuracy · p. 8

    The groups neither differed in the duration of their individual deadlines (mean 785 ms, SD 93 ms) nor in their percentage of late responses (mean 6%, SD 5.5%).

    “the groups neither differed in the duration of their individual deadlines (mean 785 ms, SD 93 ms) nor in their percentage of late responses (mean 6%, SD 5.5%).”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data
    § 3.2.1. Response-locked potentials · p. 9

    Within the ERN period an overall effect of response type was present at Fz from −120 to −80 ms and at Cz from −180 to −80 ms.

    “Within the ERN period an overall effect of response type was present at Fz from 120 to 80 ms ( F min(1,66) = 10.3, p < .01, g 2 = .14; F max(1,66) = 70.7, p < .001, g 2 = .52) and at Cz from 180 to 80 ms ( F min(1,66) = 6.9, p < .05, g 2 = .10; F max(1,66) = 113.7, p < .001, g 2 = .63).”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingreasoning
    § 2.1. Subjects · p. 6

    The five children who scored below threshold on both subscales of the DISC-IV ADHD section were all Mph-responders but still scored minimally four out of nine symptoms of at least one of the DISC-IV subscales.

    “These children were all Mph-responders, but still scored minimally four out of nine symptoms of at least one of the DISC-IV subscales.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The DISC-IV ADHD section is a valid measure for ADHD symptoms.

  • May combine two claims. The quote only partly states this claim.

    Findingown data
    § 3.2.1. Response-locked potentials · p. 9

    The amplitude of the ERN differed between groups at Fz only, as expressed by interactions of response type by group from −40 to 80 ms at Fz and absence of such interactions at Cz.

    “The amplitude of the ERN differed between groups at Fz only. This is expressed by interactions of response type by group from 40 to 80 ms at Fz with medium to large effect size ( F min(3,66) = 2.5, p < .10, g 2 = .10; F max(3,66) = 3.8, p < .05, g 2 = .15) and absence of such interactions at Cz.”
    Quote in the paperSubstantial claim

  • May combine two claims. The quote only partly states this claim.

    Findingown data
    § 3.2.2. Feedback-induced potentials · p. 13

    The P2a was larger for negative feedback than for positive feedback, as reflected by effects of feedback valence from 160 to 240 ms at Fz and Cz.

    “The P2a was larger for negative feedback than for positive feedback, which is reflected by effects of feedback valence from 160 to 240 ms at Fz with small to large effect sizes”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data
    § 3.2.1. Response-locked potentials · p. 9

    Both the Mph-treated ADHD group and the ASD group differ from the TD group in their learning effect on the ERN.

    “Post hoc pairwise group comparisons are summarised in Table 3, showing that both the Mph-treated ADHD group and the ASD group differ from the TD group in their learning effect on the ERN.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: Differences between the first and second sections of the task reflect learning.

  • May combine two claims.

    Findingown data
    § 3.2.2. Feedback-induced potentials · p. 13

    All the latter groups (TD, ASD, Mph-treated ADHD) showed a decrease in P2a amplitude from the first to the second sections, while the medication-free ADHD group did not.

    “As can be seen in Fig. 5, all the latter groups showed a decrease in P2a amplitude from the first to the second sections, while the medication-free group did not.”
    Quote in the paperSubstantial claim

  • May combine two claims. The quote only partly states this claim.

    Findingown data
    § 3.2.3. Prefeedback potentials · p. 13

    The effect of hemisphere was strongest over centrofrontal electrode positions, as expressed by an overall interaction of electrode by hemisphere from -750 to 0 ms and significant long-lasting effects of hemisphere at F3/F4 and C3/C4.

    “The effect of hemisphere was strongest over centrofrontal electrode positions, which is expressed by an overall interaction of electrode by hemisphere from 750 to 0 ms”
    Quote in the paperNot a substantial claim

  • The quote only partly states this claim.

    Findingown data
    § 3.2.2. Feedback-induced potentials · p. 13

    The decrease in P2a amplitude was reflected by effects of section at Fz from 160 to 200 ms and at Cz from 160 to 240 ms.

    “This is reflected by effects of section at Fz from 160 to 200 ms with small to medium effect sizes”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data
    § 3.2.1. Response-locked potentials · p. 9

    The Mph-treated ADHD group and ASD group did not differ significantly from the medication-free ADHD group in Pe amplitude at Pz (p > .05), but these group differences approached significance with medium effect sizes.

    “The Mph-treated ADHD group and ASD group did not differ significantly from the medication-free ADHD group ( p -values > .05), but these group differences approached significance showing medium effect sizes.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data
    § 3.2.1. Response-locked potentials · p. 9

    The Pe is larger in the second section than in the first section, but this learning effect is substantially smaller and of later appearance for the medication-free ADHD group than for the other groups.

    “As can be seen in Fig. 3, the Pe is larger in the second section than in the first section, but this learning effect is found substantially smaller and of later appearance for the medication-free ADHD group than for the other groups.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: Differences between the first and second sections of the task reflect learning.

  • May combine two claims.

    Findingown data
    § 3.2.1. Response-locked potentials · p. 9

    The overall interaction of response type and group for the Pe showed only a trend to significance, with medium effect sizes in the interval 150 to 400 ms.

    “Although the overall interactions of response type and group showed only a trend to significance, effect sizes in the interval of 150 to 400 ms were medium”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data
    § 3.2.2. Feedback-induced potentials · p. 13

    Only at Fz did the groups differ in the effect of section on the P2a from 160 to 200 ms, as reflected by overall interactions of section by groups at Fz.

    “Only at Fz did the groups differ in this effect from 160 to 200 ms, which is reflected by overall interactions of section by groups at Fz with medium effect sizes”
    Quote in the paperNot a substantial claim

  • May combine two claims. The quote only partly states this claim.

    Findingown data
    § 3.2.3. Prefeedback potentials · p. 13

    Significant interactions of electrode position by valence were present for the entire prefeedback period, with effects largest for parietal electrodes and smaller for frontal electrode positions.

    “This is reflected by significant interactions of electrode position by valence for the entire prefeedback period”
    Quote in the paperNot a substantial claim

  • May combine two claims. The quote only partly states this claim.

    Findingown data
    § 3.2.3. Prefeedback potentials · p. 13

    Significant valence by group interactions at Pz for the late positivity were only short-lasting from 600 to 700 ms and from 850 to 1000 ms, but effect sizes ranged from medium to large for all intervals between 450 and 1000 ms.

    “effect sizes of this interaction ranged from medium to large for all intervals between 450 and 1000 ms.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data
    § 3.2.3. Prefeedback potentials · p. 13

    There were no significant interactions of hemisphere by group nor of hemisphere by valence, so the hemisphere factor was not taken into account in further analyses.

    “Yet, there were no significant interactions of hemisphere by group nor of hemisphere by valence and, therefore, this factor will not be taken into account in the further analyses.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data
    § 3.2.1. Response-locked potentials · p. 9

    Both the ASD and medication-free ADHD groups show an increase in ERN amplitude with learning, but these effects lasted shorter than in the TD group.

    “Analyses on the individual group level revealed that both the ASD and medication-free ADHD groups show an increase in ERN amplitude with learning, but that these effects lasted shorter than in the TD group”
    Quote in the paperSubstantial claim
    • Rests on an assumption: Differences between the first and second sections of the task reflect learning.

  • May combine two claims.

    Findingown data
    § 3.2.3. Prefeedback potentials · p. 13

    Significant effects of feedback valence on the feedback P3 were present from 200 to 400 ms at Cz and from 200 to 500 ms at Pz.

    “This is reflected by significant effects of feedback valence from 200 to 400 ms at Cz and from 200 to 500 ms at Pz”
    Quote in the paperNot a substantial claim

  • The quote only partly states this claim.

    Findingown data
    § 3.2.1. Response-locked potentials · p. 9

    The ERN amplitude at Fz differed between the first and second sections of the task, as reflected by response type by section interactions from -40 to 100 ms.

    “The ERN amplitude at Fz differed between the first and second sections, which is reflected by an interactions between response type and section from 40 to 100 ms”
    Quote in the paperSubstantial claim

  • The quote only partly states this claim.

    Findingown data
    § 3.2.2. Feedback-induced potentials · p. 13

    At Cz no group differences were present for the effect of section on the P2a.

    “At Cz no group differences were present.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data
    § 3.2.3. Prefeedback potentials · p. 13

    The prefeedback potential to positive feedback was less negative than the potential to negative feedback for the clinical groups, and over centroparietal electrode positions it was even positive for the TD group.

    “The prefeedback potential to positive feedback, however, was less negative than the potential to negative feedback for the clinical groups and, over centroparietal electrode positions, it was even positive for the TD group.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data
    § 3.2.1. Response-locked potentials · p. 9

    The ASD group did not differ from the TD group in ERN amplitude, but could be differentiated from the medication-free ADHD group with medium to large effect size.

    “The ASD group did not differ from the TD group in ERN amplitude, but could be differentiated from the medication-free ADHD group with medium to large effect size.”
    Quote in the paperSubstantial claim

  • The quote only partly states this claim.

    Findingown data
    § 3.2.1. Response-locked potentials · p. 9

    The learning effect on the ERN differed between groups, as reflected by response type by section by group interactions from -40 to 100 ms.

    “However, this learning effect differed between groups, which is reflected by interactions of response type by section by group from 40 to 100 ms with medium to large effect sizes”
    Quote in the paperSubstantial claim
    • Rests on an assumption: Differences between the first and second sections of the task reflect learning.

  • May combine two claims.

    Findingown data
    § 3.2.3. Prefeedback potentials · p. 15

    Both the Mph-treated ADHD group and the ASD group showed a later learning effect; their prefeedback potential to negative feedback grew less negative with task progression from about 500 ms before feedback onset.

    “Both the Mph-treated ADHD group and the ASD group showed a later learning effect; their prefeedback potential to negative feedback grew less negative with task progression from about 500 ms before feedback onset.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingnone given
    § 4.1. Response monitoring · p. 15

    Both children with ADHD and children with ASD performed worse on the probabilistic learning task than TD children.

    “Although both children with ADHD and children with ASD performed worse on the probabilistic learning task than TD children”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data
    § 3.2.3. Prefeedback potentials · p. 15

    The prefeedback potential to negative feedback of the TD group grew more negative as the task progressed, but this effect disappeared around 500 ms before feedback onset.

    “the prefeedback potential to negative feedback of the TD group grew more negative as the task progressed, but this effect disappeared around 500 ms before feedback onset.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingcitation
    § 4.1. Response monitoring · p. 15

    The effects of response type emerged as early as 180 ms before the response, which has also been observed in previous developmental studies.

    “the effects of response type emerged as early as 180 ms before the response, which has also been observed in previous developmental studies (although not explicitly mentioned in the text: Davies et al., 2004; Santesso et al., 2006).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Davies et al., 2004 source

      Not checked in the free run.

    • cites Santesso et al., 2006 source

      Not checked in the free run.

  • May combine two claims.

    Findingown data
    § 4.1. Response monitoring · p. 15

    The ERN in this study showed a peak latency around response onset, which is much earlier than the usually observed peak latency between 40 and 100 ms in adults.

    “the ERN in this study showed a peak latency around response onset, which is much earlier than the usually observed peak latency between 40 and 100 ms in adults (Falkenstein et al., 1991; Gehring et al., 1990).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Falkenstein et al., 1991 source

      Not checked in the free run.

    • cites Gehring et al., 1990

      Not checked in the free run.

  • May combine two claims.

    Findingown data
    § 4.1. Response monitoring · p. 16

    Children with ASD showed no response monitoring deficits, as neither differences in overall ERN nor in Pe amplitude were found in comparison to TD children.

    “the children with ASD showed no response monitoring deficits, as neither differences in overall ERN nor in Pe amplitude were found in comparison to TD children.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data
    § 4.4. Conclusions · p. 17

    The ASD group showed no deficits in response monitoring (ERN and Pe) and no deviating learning effects on negative feedback anticipation (prefeedback SPN) and early feedback processing (P2a).

    “The ASD group showed no deficits in response monitoring (ERN and Pe) and no deviating learning effects on negative feedback anticipation (prefeedback SPN) and early feedback processing (P2a).”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data
    § 4.2. Feedback monitoring · p. 16

    In the investigated ERP period, some group interactions approached significance and showed medium effect sizes.

    “but in the investigated ERP period some group interactions approached significance and showed medium effect sizes.”
    Quote in the paperNot a substantial claim

  • May combine two claims. The quote only partly states this claim.

    Findingown data
    § 4.2. Feedback monitoring · p. 16

    This study could not replicate the finding of smaller P2a to negative feedback in children with ADHD and hence could not confirm such early disturbance of feedback processing in children with ADHD.

    “This study could not replicate this finding and hence confirm such early disturbance of feedback processing in children with ADHD.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data
    § 4.4. Conclusions · p. 17

    Although the ERP figures and analyses also suggested such deficit in medication-free ADHD children, these effects did not reach statistical significance.

    “Although the ERP figures and analyses also suggested such deficit in medication-free ADHD children, these effects did not reach statistical significance.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingreasoning
    § 4.4. Conclusions · p. 17

    The ASD group as well as the Mph-treated ADHD group showed aberrant late feedback processing (LPP).

    “the ASD group as well as the Mph-treated ADHD group showed aberrant late feedback processing (LPP)”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductown data
    § 2.1. Subjects · p. 4

    The ratio of boys and girls was approximately 5:1, which did not differ significantly between groups.

    “The ratio of boys and girls was approximately 5:1, which did not differ significantly between groups.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Study design and conductreasoning
    § 2.1. Subjects · p. 4

    The medication-free condition discontinued Mph-intake for at least 17 h before the experiment.

    “Those assigned to the medication-free condition were asked to discontinue Mph-intake for at least 17 h before they entered the experiment.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation
    § 1.1. Objective · p. 2

    Many children with ADHD also have ASD symptoms and vice versa.

    “Phenomenological studies report that many children with ADHD also have ASD symptoms and vice versa (see for a review: Nijmeijer et al., 2008)”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Nijmeijer et al., 2008 source

      Not checked in the free run.

  • May combine two claims.

    Study design and conductown data
    § 2.1. Subjects · p. 4

    The four groups neither differed in age nor in intelligence.

    “The four groups neither differed in age nor in intelligence (see Table 1).”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Study design and conductreasoning
    § 2.1. Subjects · p. 4

    The 17-h Mph washout period was considered long enough due to an expected clearance within 4-5 times the half-life of Mph, which is about 3.5 h.

    “This period was considered long enough due to an expected clearance within 4-5 times the half-life of Mph, which is about 3.5 h.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationown data
    § a b s t r a c t · p. 2

    Measuring ERPs of error and feedback processing is a useful method for dissociating ADHD from ASD and elucidating medication effects in ADHD on component processes of performance monitoring.

    “This study shows that measuring ERPs of error and feedback processing is a useful method for (1) dissociating ADHD from ASD and (2) elucidating medication effects in ADHD on component processes of performance monitoring.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Study design and conductown data
    § 2.1. Subjects · p. 4

    None of the TD children scored within the clinical range of the total problem scale of the CBCL, suggesting that they were free from clinical behaviour problems.

    “None of the TD children scored within the clinical range of the total problem scale of this list, suggesting that they were free from clinical behaviour problems.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Study design and conductnone given
    § 2.1. Subjects · p. 4

    The Mph responders were randomly assigned to an Mph-treated or medication-free condition.

    “These Mph responders were randomly assigned to an Mph-treated or medication-free condition.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductown data
    § 2.1. Subjects · p. 4

    The ratio of left: ambidexter: right did not differ significantly between groups.

    “The ratio of left: ambidexter: right did not differ significantly between groups.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation
    § 3. Results · p. 8

    A previous report on the present sample of TD children indicated that in the uninformative condition less performance monitoring activity is present than in the informative condition, suggesting that the task manipulations were effective.

    “A previous report on the present sample of TD children indicated that in the uninformative condition less performance monitoring activity is present than in the informative condition, suggesting that the task manipulations were effective (Groen et al., 2007).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Groen et al., 2007 source

      Not checked in the free run.

  • May combine two claims.

    Study design and conductreasoning
    § 2.5. Data analyses · p. 7

    The chance of finding three consecutive effects with each showing a significance level of at least p = .10 in a series of 20 intervals is 0.018, which is below the significance criterion of p = .05.

    “The chance of finding three consecutive effects with each showing a significance level of at least p = .10 in a series of 20 intervals (e.g. in case of the ERN) is reduced to 18 * 0.10 * 0.10 * 0.10 = 0.018, which is below the significance criterion of p = .05.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Study design and conductreasoning
    § 2.5. Data analyses · p. 7

    Because analyses were performed for multiple successive intervals, there was an increasing risk of capitalisation on chance; therefore, effects were only considered meaningful if three or more consecutive intervals were significant (p < .05) or showed a trend to significance (p < .10) in combination with a minimally medium effect size (η2p ≥ .06).

    “Because analyses were performed for multiple successive intervals there was an increasing risk of capitalisation on chance. Therefore, effects were only considered meaningful if three or more consecutive intervals were significant ( p &lt; .05) or showed a trend to significance ( p &lt; .10) in combination with a minimally medium effect size ( g 2 P .06).”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Study design and conductreasoning
    § 2.5. Data analyses · p. 8

    For the P2a, two consecutive effects with p < .10 were considered to suffice because the chance of finding two consecutive effects, each with p = .10, is 0.05.

    “In case of the P2a, which is a rather short-lasting component investigated in only six intervals, two consecutive effects with p &lt; .10 were considered to suffice, for the chance of finding two consecutive effects, each with p = .10, is 5* 0.10 * 0.10 = 0.05.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductcitation
    § 2.4. Electroencephalogram recordings and computation of ERPs · p. 7

    Segments with eye movements and blinks were kept and corrected using the standard Gratton and Coles procedure.

    “Segments with eye movements and blinks were kept and corrected, adopting the standard Gratton and Coles procedure (Gratton et al., 1983).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Gratton et al., 1983 source

      Not checked in the free run.

  • Classified as probably not a substantial claim. May combine two claims.

    Premisecitation
    § 1.3. Feedback monitoring in ADHD and ASD · p. 4

    Autistic children are less sensitive to social feedback, while they show no deficient sensitivity to non-social feedback.

    “These studies all show that, compared to TD children, autistic children are less sensitive to social feedback, e.g. smiling or words of appreciation, while they show no deficient sensitivity to non-social feedback, e.g. money or sensory feedback (Dawson et al., 2002; Garretson et al., 1990; Ingersoll et al., 2003).”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites Dawson et al., 2002 source

      Not checked in the free run.

    • cites Garretson et al., 1990 source

      Not checked in the free run.

    • cites Ingersoll et al., 2003 source

      Not checked in the free run.

  • Classified as probably not a substantial claim. May combine two claims.

    Premisecitation
    § 2.5. Data analyses · p. 7

    The ERN and feedback ERN have a midline frontocentral topography, and the Pe has a more widespread centroparietal topography.

    “the ERN and feedback ERN have been described to have a midline frontocentral topography (Falkenstein et al., 1991; Gehring et al., 1993) and the Pe a more widespread centroparietal topography (Davies et al., 2001; Falkenstein et al., 1991).”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites Falkenstein et al., 1991 source

      Not checked in the free run.

    • cites Gehring et al., 1993 source

      Not checked in the free run.

    • cites Davies et al., 2001 source

      Not checked in the free run.

  • May combine two claims.

    Study design and conductreasoning
    § 3.1.2. Reaction times · p. 8

    In some children not enough artefact-free error trials could be obtained in the second task half, due to low error rates in combination with high artefact frequencies, which explains the deviant degrees of freedom in some comparisons.

    “In some children not enough artefact-free error trials could be obtained in the second task half, due to low error rates in combination with high artefact frequencies. This explains the deviant degrees of freedom in some comparisons.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation
    § 3.1.2. Reaction times · p. 8

    When measuring EEG, it is more difficult in children than in adults to obtain ERPs that are free from artefacts resulting from head movements and eye movements, and this holds to an even greater extent for children suffering from ADHD.

    “When measuring EEG, it is more difficult in children than in adults to obtain ERPs that are free from artefacts resulting from head movements and eye movements (De Boer et al., 2005). This holds to an even greater extent for children suffering from ADHD.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites De Boer et al., 2005

      Not checked in the free run.

  • May combine two claims.

    Study design and conductown data
    § 3.2.1. Response-locked potentials · p. 11

    Inspection of the scatterplot indicated that neither outliers nor eventual subgroups of the internalising scale could explain the correlation between CBCL internalising and ERN amplitude at Fz.

    “Inspection of the scatterplot indicated that neither outliers nor eventual subgroups of the internalising scale could explain this correlation.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationreasoning
    § 4.1. Response monitoring · p. 16

    Reduced error awareness may hamper children with ADHD in learning from their mistakes and, on the longer term, to develop adaptive behaviour.

    “Reduced error awareness may hamper children with ADHD in learning from their mistakes and, on the longer term, to develop adaptive behaviour.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Study design and conductnone given
    § 4.1. Response monitoring · p. 15

    The TD children were age and intelligence matched to the clinical groups.

    “compared to age and intelligence matched TD children and children with ASD”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation
    § 4.1. Response monitoring · p. 15

    This time delay may be as long as 80 to 131 ms.

    “This time delay may be as long as 80 to 131 ms (Burle et al., 2002).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Burle et al., 2002 source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given
    § 4.1. Response monitoring · p. 15

    The children with ADHD were medication-free.

    “medication-free children with ADHD”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S4 (based).

    Premisenone given
    § 4.1. Response monitoring · p. 15

    Recent psychophysiological and performance studies have suggested performance monitoring deficiencies in the developmental disorders ADHD and ASD.

    “Recent psychophysiological and performance studies have suggested performance monitoring deficiencies in the developmental disorders ADHD and ASD.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationown data
    § 4.1. Response monitoring · p. 15

    Children with ADHD have a deficit in both early error detection and later error awareness.

    “the amplitudes of both the ERN and Pe suggest that children with ADHD have a deficit in both early error detection and later error awareness.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationreasoning
    § 4.1. Response monitoring · p. 15

    Such early errorrelated differences may be specific for children.

    “Such early errorrelated differences may, therefore, be specific for children”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationcitation
    § 4.1. Response monitoring · p. 15

    A decreased response-related ERN in children with ADHD is in line with neuroimaging studies suggesting frontostriatal dopamine pathways are hypofunctional in ADHD.

    “A decreased response-related ERN in children with ADHD like in this study would, however, be in line with the bulk of neuroimaging studies suggesting that frontostriatal dopamine pathways are hypofunctional in ADHD (Bush et al., 2005; Castellanos and Tannock, 2002; Dickstein et al., 2006; Durston, 2003).”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites Bush et al., 2005 source

      Not checked in the free run.

    • cites Castellanos and Tannock, 2002 source

      Not checked in the free run.

    • cites Dickstein et al., 2006 source

      Not checked in the free run.

  • May combine two claims.

    Interpretationreasoning
    § 4.1. Response monitoring · p. 16

    These data, as well as the data by Jonkman and colleagues, suggest that Mph improves conscious error processing in ADHD, but not early error detection.

    “Concludingly, these data, as well as the data by Jonkman and colleagues, suggest that Mph improves conscious error processing in ADHD, but not early error detection.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Jonkman et al., 2007 source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation
    § 4.2. Feedback monitoring · p. 16

    The P2a component increases when the task relevance of stimuli increases.

    “this component has repeatedly been found to increase when the task relevance of stimuli increases (Falkenstein et al., 2003; Potts, 2004).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Falkenstein et al., 2003 source

      Not checked in the free run.

    • cites Potts, 2004 source

      Not checked in the free run.

  • Classified as probably not a substantial claim. May combine two claims.

    Premisecitation
    § 4.2. Feedback monitoring · p. 16

    The LPP is elicited by highly arousing pleasant and unpleasant pictures and is thought to reflect increased attention to affective-motivational stimuli.

    “The LPP is elicited by highly arousing pleasant and unpleasant pictures and is thought to reflect increased attention to affective-motivational stimuli (Cuthbert et al., 2000; Hajcak et al., 2006; Schupp et al., 2000)”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites Cuthbert et al., 2000 source

      Not checked in the free run.

    • cites Hajcak et al., 2006 source

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    • cites Schupp et al., 2000 source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S1 (asserted).

    Premisecitation
    § 4.2. Feedback monitoring · p. 17

    Recent studies propose that the response-locked Pe and feedback-locked P3 have a similar neurobiological source.

    “recent studies, proposing that both components have a similar neurobiological source (see for an overview: Overbeek et al., 2005).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Overbeek et al., 2005 source

      Not checked in the free run.

  • May combine two claims.

    Interpretationreasoning
    § 4.4. Conclusions · p. 17

    This deficit is reflected by decreased response monitoring components (ERN and Pe) and diminished learning effects on the feedback-related components (prefeedback SPN, P2a).

    “This is reflected by decreased response monitoring components (ERN and Pe) and diminished learning effects on the feedback-related components (prefeedback SPN, P2a).”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationcitation
    § 4.2. Feedback monitoring · p. 17

    The enlarged feedback P3 to negative feedback may be the reflection of updating task-rules from long-term memory in response to error feedback.

    “which may be the reflection of updating task-rules from long-term memory in response to error feedback (Donchin and Coles, 1988).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Donchin and Coles, 1988 source

      Not checked in the free run.

  • May combine two claims.

    Interpretationcitation
    § 4.2. Feedback monitoring · p. 16

    The clinical children in this study may not benefit from the affective value of negative feedback like the TD children do, i.e. they may suffer from decreased 'motivated attention'.

    “The clinical children in this study may not benefit from the affective value of negative feedback like the TD children do, i.e. they may suffer from decreased 'motivated attention' (Vuilleumier, 2005).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Vuilleumier, 2005 source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation
    § 4.2. Feedback monitoring · p. 16

    The LPP has been hypothesised to index perceptual processing in the visual cortex that is facilitated or amplified by amygdala-activity.

    “The LPP has been hypothesised to index perceptual processing in the visual cortex that is facilitated or amplified by amygdala-activity (Bradley et al., 2003; Hajcak et al., 2006).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Bradley et al., 2003 source

      Not checked in the free run.

    • cites Hajcak et al., 2006 source

      Not checked in the free run.

  • May combine two claims.

    Interpretationown data
    § 4.3. Feedback anticipation · p. 17

    Medication-free children with ADHD did not learn to predict the negative feedback, and the negative feedback kept its relevance during the whole task.

    “suggesting that they did not learn to predict the negative feedback, and that the negative feedback kept its relevance during the whole task.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationown data
    § 4.4. Conclusions · p. 17

    Overall, this study shows that error and feedback-related ERPs are a useful tool for (1) dissociating ADHD from ASD and (2) elucidating medication effects in ADHD on specific aspects of EFs.

    “Overall, this study shows that error and feedback-related ERPs are a useful tool for (1) dissociating ADHD from ASD and (2) elucidating medication effects in ADHD on specific aspects of EFs.”
    Quote in the paperSubstantial claim
74 of 74

  • The paper relies on this without support.

    The DISC-IV ADHD section is a valid measure for ADHD symptoms.

    “the ADHD subscales of the DISC-IV (attentional problems or hyperactive-impulsive problems).”

  • The paper relies on this without support.

    The CSBQ is a valid measure of social functioning in children.

    “Additional information on the children's social functioning was derived from the CSBQ.”

  • The paper relies on this without support.

    Differences between the first and second sections of the task reflect learning.

    “The ERN amplitude at Fz differed between the first and second sections, which is reflected by an interactions between response type and section”
    “this learning effect differed between groups”
3 of 3

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Groen and colleagues found that participants with PDD-NOS did not differ from a TDC group in their outcome-evoked P3, suggesting that feedback processing was intact in this patient group.

    “The participants with PDD-NOS did not differ from a TDC group in their outcome-evoked P3, suggesting that feedback processing was intact in this patient group.”

    From Social “wanting” dysfunction in autism: neurobiological underpinnings and treatment implications (2012) · cites this paper as [101]

Statistics recomputed

Every reported test result, recomputed from its test statistic and degrees of freedom. A result shows as not adding up only once an independent check has confirmed it.

  • Consistentr(52) = 0.26reported p = .06 · recomputed p = .058

    “r (52) = .26, p = .06”

1 of 1

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Self-check results appear here once an independent check has confirmed them.

Cites

Flagged first, then by citations

Research works printed but not linked: 2

  1. Gehring, 1990, The error-related negativity: an event-related brain potential accompanying errors, Psychophysiology, 27, S34
  2. Van Meel CS, Heslenfeld DJ, Oosterlaan J, Luman M, Sergeant JA. ERPs associated with anticipation and evaluation of monetary reward and punishment in children with ADHD. In: Adaptive control in attention deficit/hyperactivity disorder, 2005 [Chapter 4].

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Authors
Groen, Y., Wijers, A. A., Mulder, L. J. M., Waggeveld, B., Minderaa, R. B., & Althaus, M.
Affiliations
  • University Medical Center Groningen (NL)
  • University of Groningen (NL)
Corresponding author
Groen, Yvonne
ORCID
Groen, Yvonne
Venue
Clinical Neurophysiology
Publisher
Elsevier BV
Published
2008-11
Volume
119
Issue
11
Pages
2476-2493
ISSN
1388-2457 (ISSN-L)
DOI
10.1016/j.clinph.2008.08.004
OpenAlex
W2028259507
Semantic Scholar
eefb0ca1cd124ad8dc28d01d7206f56cf3241c37
Cited by
153
References
90
Citations by year
2026: 3 · 2025: 4 · 2024: 1 · 2023: 9 · 2022: 5 · 2021: 12 · 2020: 7 · 2019: 9 · 2018: 13 · 2017: 9 · 2016: 13 · 2015: 6 · 2014: 9 · 2013: 13 · 2012: 9
FWCI
7.10
Type
journal article
Language
en
Open access
Licence
Locations
  • Clinical Neurophysiology (publishedVersion)
  • PubMed (publishedVersion)
  • University of Groningen research database (University of Groningen / Centre for Information Technology) (submittedVersion, other-oa)
Topics
  • Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Neural and Behavioral Psychology Studies
  • Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
Keywords
attention deficit hyperactivity disorder, autism spectrum disorder, error processing, feedback processing, performance monitoring, error-related negativity, error positivity, methylphenidate, late positive potential, emotional feedback, children
MeSH terms
Analysis of Variance, Attention Deficit Disorder with Hyperactivity, Autistic Disorder, Child, Contingent Negative Variation, Discrimination Learning, Electroencephalography, Evoked Potentials, Feedback, Female, Humans, Male, Numerical Analysis, Computer-Assisted, Photic Stimulation, Probability Learning, Surveys and Questionnaires, Reaction Time, Time Factors

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-10-10.

Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-10.

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