Age-related alterations in performance monitoring during and after learning

Changes of performance monitoring during and after learning of stimulus-response (S-R) associations were examined in younger and older adults using event-related brain potentials (ERPs). To determine whether age-related differences in performance monitoring are attenuated when learning performance is equalized between age groups, participants learned S-R associations until they reached a learning criterion. After completed learning, time pressure was introduced to assess whether time pressure pronounces age-related differences in performance monitoring. In the initial learning phase, performance monitoring was unspecific, indicated by similar-sized ERN/Ne (error-related/error negativity) and CRN (correct response-related negativity) amplitudes. With advanced learning, ERN/Ne and CRN amplitudes dissociated in younger participants, suggesting error-specific performance monitoring, whereas in older participants, performance monitoring remained unspecific. However, after completed learning and under time pressure, larger ERN/Ne than CRN amplitudes were observed in older participants, too. This finding suggests that error-specific performance monitoring develops with learning in younger, but not necessarily in older adults. The administration of time pressure seemed to force older adults to monitor error responses more specifically. (C) 2009 Elsevier Inc. All rights reserved.