Error and performance feedback processing by children with Specific Language Impairment--an ERP study.

The study evaluates error and feedback related processing in children with Specific Language Impairment (SLI), and in age and gender matched controls. Participants performed two tasks which varied in the extent to which feedback was provided following each response. Although no group differences were found in accuracy and response time measures, children with SLI corrected a smaller proportion of their errors in comparison with the control group. Neurophysiological data pointed to error and feedback processing differences between the two groups. Errors committed by the control group elicited error-related ERP components (ERN, Pe), while these components were attenuated in the SLI group. A posterior positivity was elicited in association with incorrect responses in both groups. When a feedback stimulus informed the participants about the accuracy of the response, the feedback, rather than the response, elicited an ERN in the control group, while no ERN was elicited in the SLI group. These results suggest that children with SLI have an impaired ability to self-monitor performance and to take advantage of performance feedback.