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.

项目概要错误相关负性（ERN）是错误处理的生物标志物，可以预测未来的发生和更糟的情况幼儿焦虑症的结果，因此是抵消焦虑症发展的潜在目标治疗干预可以在单次治疗中降低 ERN，但需要考虑多种因素。使 ERN 难以衡量，例如要求参与者自发地在一个小问题上犯错误与日常生活相距甚远的简单电脑游戏中的数百次试验的一小部分。天平 N1 是一个可比较的错误生物标志物。与 ERN 不同，突然扰乱站立平衡可能引发的错误。唤起日常生活中遇到的平衡 N1，处于完全实验控制之下，并唤起不需要事先指导的非自愿行为反应，消除了许多问题此外，平衡N1的幅度远大于ERN并且可以是测量ERN。初步数据表明，平衡 N1 和 ERN 幅度是稳定的。与年轻人和老年人群相关，表明 N1 的平衡可能提供了强有力的在所提出的项目中，平衡 N1 和 ERN 将是对同一底层神经系统的测量。对 128 名儿童（9-12 岁，N=64 患有焦虑症，N=64 没有焦虑症）进行了测量。研究发现，ERN 在临床焦虑儿童中得到增强，该项目将是第一个测试是否平衡性N1在焦虑儿童中同样得到增强（目标1）。然后，该项目将测试平衡性是否良好。 N1 和 ERN 幅度在两组儿童内部和之间具有相关性，并评估它们是否解释焦虑状态的独特或重叠差异（目标 2）。随机分为单次基于计算机的干预，目标是过度活跃错误监控或我们的目标是证明干预措施的目标是选择健康的生活方式。过度活跃的错误监控可以降低 ERN，并测试这种效果是否会转化为类似的降低平衡 N1 来测试共享的底层机制（目标 3）。焦虑的生物标志物比 ERN 干预措施更强大且更容易测量。对平衡的影响 N1 将深入了解之前的工作，证明平衡训练可以减轻幼儿的焦虑，以及心理治疗对平衡障碍的好处有据可查。这些数据可能有助于针对儿童焦虑症制定多学科干预措施该项目将提供使用事件相关的培训。基于潜力的生物标志物，用于在临床研究项目中研究发育精神病理学，以支持申请人的长期目标是研究运动、认知和神经功能的重叠神经机制患有神经发育障碍的儿童的精神问题。