Investigating the error-related negativity and the balance N1 in children with anxiety disorders

调查焦虑症儿童的错误相关消极性和平衡 N1

基本信息

批准号：
10685283
负责人：
Aiden Michael Payne
金额：
$ 7.18万
依托单位：
FLORIDA STATE UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2022
资助国家：
美国
起止时间：
2022-08-10 至 2025-08-09
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10685283
关键词：
Adult Age Aging Anxiety Anxiety Disorders Balance training Behavior Behavioral Biological Markers Brain Chest Child Clinical Clinical Research Cognitive Computers Data Development Diagnosis Elderly Equilibrium Event-Related Potentials Frequencies Future Generalized Anxiety Disorder Goals Hyperactivity Individual Individual Differences Instruction Intervention K-Series Research Career Programs Life Measurement Measures Mentors Methodology Monitor Motivation Motor Neurodevelopmental Disorder Obsessive-Compulsive Disorder Outcome Output Participant Pathologic Persons Population Prevention Psychopathology Psychotherapy Randomized Reaction Research Project Grants Risk Sampling Scalp structure Severities Social Anxiety Disorder Speed System Testing Therapeutic Intervention Thinness Training Work anxious cognitive task comparison control computer game computerized detection platform equilibration disorder expectation healthy lifestyle insight intervention effect multidisciplinary neural neural correlate neuromechanism novel response treatment of anxiety disorders young adult

项目摘要

Project Summary The error-related negativity (ERN) is a biomarker of error processing that can predict future onset and worse outcomes of anxiety disorders in young children and is therefore a potential target to offset the development of anxiety disorders. Therapeutic interventions can reduce the ERN in a single session, but a number of factors make the ERN difficult to measure, such as requiring participants to spontaneously make mistakes on a small fraction of hundreds of trials in simple computer games that are far removed from daily life. Further, the ERN is quite sensitive to interpretation of the task instructions. The balance N1 is a comparable biomarker of error processing that can be evoked by a sudden disturbance to standing balance. Unlike the ERN, the errors that evoke the balance N1 are encountered in daily life, are under full experimental control, and evoke an involuntary behavioral reaction that requires no prior instruction, eliminating many of the problems with measuring the ERN. Further, the balance N1 is substantially larger in amplitude than the ERN and can be robustly observed in single trials. Preliminary data demonstrate that the balance N1 and ERN amplitudes are correlated within younger and older adult populations, suggesting the balance N1 may provide a robust measurement of the same underlying neural system. In the proposed project, the balance N1 and ERN will be measured in 128 children (ages 9-12, N=64 with anxiety disorders and N=64 without). While replicating prior findings that the ERN is enhanced in clinically anxious children, this project will be the first to test whether the balance N1 is similarly enhanced in anxious children (Aim 1). Then, this project will test whether the balance N1 and ERN amplitudes are correlated within and across both groups of children, and assess whether they account for unique or overlapping variance in anxiety status (Aim 2). The anxious children will then be randomized into a single-session computer-based intervention targeting hyperactive error monitoring or a control condition focused on healthy lifestyle choices. Our goal is to demonstrate that an intervention targeting hyperactive error monitoring can reduce the ERN—and test whether this effect transfers to a similar reduction of the balance N1 to test for shared underlying mechanisms (Aim 3). The proposed study may yield a biomarker of anxiety that is more robust and easier to measure than the ERN. Transfer of the intervention effect to the balance N1 would provide insight into prior work demonstrating that balance training can alleviate anxiety in young children, and well-documented benefits of psychotherapy to balance disorders. Collectively, these data may facilitate the development of multidisciplinary interventions for anxiety in children that target activity of the brain’s error monitoring system. This project will provide training in the use of event-related potential based biomarkers to study developmental psychopathology in a clinical research project to support the applicant’s long-term goal of investigating overlapping neural mechanisms of motor, cognitive, and psychiatric problems in children with neurodevelopmental disorders.

项目摘要与错误相关的负性（ERN）是错误处理的生物标志物，可以预测未来的发作或更糟幼儿焦虑症的结果，因此是抵消发展的潜在目标焦虑症。治疗干预措施可以减少一次会议中的ERN，但是许多因素使ERN难以衡量，例如要求参与者在一个小问题上犯错误在简单的计算机游戏中，数百个试验的一部分与日常生活相去甚远。此外，ERN是对任务说明的解释非常敏感。余额n1是一个可比的误差生物标志物可以突然灾难达到平衡的处理。与ERN不同，错误唤起余额n1在日常生活中遇到，处于完全的实验控制之下，并唤起不需要事先指示的非自愿行为反应，消除了许多问题测量ERN。此外，放大器中的余额N1比ERN大得多，可以是在单个试验中观察到了强烈的观察。初步数据表明余额N1和ERN放大器是在年轻人和年轻人中相关，表明余额N1可能会提供强大的测量相同的基础神经系统。在拟议的项目中，余额N1和ERN将是在128名儿童中测量（9-12岁，n = 64，患有焦虑症，n = 64没有）。同时复制先验发现ERN在临床上焦虑的孩子中得到了增强，该项目将是第一个测试是否是否在焦虑的孩子中，平衡N1也会得到增强（AIM 1）。然后，该项目将测试是否平衡 N1和ERN放大器在两组儿童内部和两组之间都是相关的，并评估他们是否解释焦虑状态的独特或重叠差异（AIM 2）。焦虑的孩子将是随机分为单一基于计算机的干预措施，针对多动误差监控或控制条件的重点是健康的生活方式选择。我们的目标是证明针对的干预措施多动性错误监测可以减少ERN，并测试此效果是否转移到类似的降低余额N1的测试共享基本机制（AIM 3）。拟议的研究可能会产生焦虑的生物标志物比ERN更强大，更容易衡量。干预转移对余额N1的影响将提供对先前工作的见解，证明平衡培训可以减轻幼儿的焦虑，以及有据可查的心理治疗的益处，以平衡疾病。共同这些数据可能支持针对儿童动画的多学科干预措施的发展大脑错误监测系统的活动。该项目将提供有关事件相关的培训在临床研究项目中研究发展心理病理学的潜在基于生物标志物以支持申请人的长期目标是调查运动，认知和神经发育障碍儿童的精神病问题。