Shelby A. Keye , Diana Morales , Anne M. Walk , Corinne N. Cannavale , Naiman A. Khan
{"title":"学龄前儿童注意神经电指标与学业技能相关","authors":"Shelby A. Keye , Diana Morales , Anne M. Walk , Corinne N. Cannavale , Naiman A. Khan","doi":"10.1016/j.tine.2023.100205","DOIUrl":null,"url":null,"abstract":"<div><h3>Purpose</h3><p>This study assessed the relationship between neuroelectric indices of attention and inhibition and academic skills in children 4–6 years-old. We hypothesized that modulation of the P3 and N2 components would be related to academic skills.</p></div><div><h3>Methods</h3><p>Participants (<em>N</em> = 27, 16 female) completed The Woodcock Johnson Early Cognitive and Academic Development Test to assess general intellectual abilities (GIA) and early academic skills (EAS). Electroencephalography was recorded during an auditory oddball task to elicit P3 and N2 components. Two-step linear regressions including age, sex, income, and GIA assessed relationships between P3 and N2 modulations and EAS.</p></div><div><h3>Results</h3><p>P3 peak amplitude (<em>R</em><sup>2</sup>=0.765, β=0.379, <em>p</em> = 0.030) and N2 mean (<em>R</em><sup>2</sup>=0.759, β=0.302, <em>p</em> = 0.039) and peak (<em>R</em><sup>2</sup>=0.759, β=0.303, <em>p</em> = 0.038) amplitude modulation were positively related to EAS.</p></div><div><h3>Conclusion</h3><p>Upregulation of P3 and N2 components was associated with EAS independent of GIA. Therefore, neuroelectric assessments of attention and inhibition may a biomarker of academic achievement in early childhood.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.4000,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Neuroelectric indices of attention are related to academic skills in preschool-aged children\",\"authors\":\"Shelby A. Keye , Diana Morales , Anne M. Walk , Corinne N. Cannavale , Naiman A. Khan\",\"doi\":\"10.1016/j.tine.2023.100205\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Purpose</h3><p>This study assessed the relationship between neuroelectric indices of attention and inhibition and academic skills in children 4–6 years-old. We hypothesized that modulation of the P3 and N2 components would be related to academic skills.</p></div><div><h3>Methods</h3><p>Participants (<em>N</em> = 27, 16 female) completed The Woodcock Johnson Early Cognitive and Academic Development Test to assess general intellectual abilities (GIA) and early academic skills (EAS). Electroencephalography was recorded during an auditory oddball task to elicit P3 and N2 components. Two-step linear regressions including age, sex, income, and GIA assessed relationships between P3 and N2 modulations and EAS.</p></div><div><h3>Results</h3><p>P3 peak amplitude (<em>R</em><sup>2</sup>=0.765, β=0.379, <em>p</em> = 0.030) and N2 mean (<em>R</em><sup>2</sup>=0.759, β=0.302, <em>p</em> = 0.039) and peak (<em>R</em><sup>2</sup>=0.759, β=0.303, <em>p</em> = 0.038) amplitude modulation were positively related to EAS.</p></div><div><h3>Conclusion</h3><p>Upregulation of P3 and N2 components was associated with EAS independent of GIA. Therefore, neuroelectric assessments of attention and inhibition may a biomarker of academic achievement in early childhood.</p></div>\",\"PeriodicalId\":46228,\"journal\":{\"name\":\"Trends in Neuroscience and Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.4000,\"publicationDate\":\"2023-09-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Trends in Neuroscience and Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S221194932300008X\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"NEUROSCIENCES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Trends in Neuroscience and Education","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S221194932300008X","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"NEUROSCIENCES","Score":null,"Total":0}
Neuroelectric indices of attention are related to academic skills in preschool-aged children
Purpose
This study assessed the relationship between neuroelectric indices of attention and inhibition and academic skills in children 4–6 years-old. We hypothesized that modulation of the P3 and N2 components would be related to academic skills.
Methods
Participants (N = 27, 16 female) completed The Woodcock Johnson Early Cognitive and Academic Development Test to assess general intellectual abilities (GIA) and early academic skills (EAS). Electroencephalography was recorded during an auditory oddball task to elicit P3 and N2 components. Two-step linear regressions including age, sex, income, and GIA assessed relationships between P3 and N2 modulations and EAS.
Results
P3 peak amplitude (R2=0.765, β=0.379, p = 0.030) and N2 mean (R2=0.759, β=0.302, p = 0.039) and peak (R2=0.759, β=0.303, p = 0.038) amplitude modulation were positively related to EAS.
Conclusion
Upregulation of P3 and N2 components was associated with EAS independent of GIA. Therefore, neuroelectric assessments of attention and inhibition may a biomarker of academic achievement in early childhood.
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