Motivation and Error Processing During the Transition to School.

Abstract

In this dissertation, the event-related potential technique is used to explore specific patterns of brain responses associated with error processing and cognitive control – namely, the error-related negativity (ERN) and error positivity (Pe) – as a way to better understand the nature of EF and motivation in young children. In the first study, the links between children’s perceived competence and intrinsic task value beliefs on the ERN and Pe were explored, as well as children’s temperamental levels of anger/frustration, an important achievement-related emotion. Individual differences in motivation were not related to the ERN. However, stronger perceived competence beliefs were related to a larger Pe, whereas stronger intrinsic task value beliefs predicted a smaller Pe. Higher temperamental levels of anger/frustration were related to a larger Pe. In the second study, a regression discontinuity design was used to explore whether early schooling has unique effects on children’s early reading and math outcomes, behavioral measures of inhibitory control, and electrophysiological measures related to EF and motivation. Kindergarten schooling uniquely influenced children’s reading skills but not math skills. Kindergarten also predicted faster reaction times on error trials, but did not predict electrophysiological correlates of motivation and EF. Both studies integrate brain and behavioral perspectives and methods in order to better understand the nature of EF and motivation in young children during the school transition period.