Punishment has a persistent effect on error-related brain activity in highly anxious individuals twenty-four hours after conditioning.

The ability to detect and respond to errors, and to subsequently recruit cognitive control to remediate those errors, is critical to successful adaptation in a changing environment. However, there is also evidence that, for anxious individuals, this error signal is enhanced, highlighting affective and motivational influences on error monitoring. These individual differences arise as a function of both genetic influences and learning experiences. In this study, we examined punishment-based modulation of the error-related negativity (ERN) in high and low anxious individuals across two days. Twenty-two low- and 25 high-anxious participants performed a Flanker task in a standard and punishment condition in three phases (Day one: acquisition and extinction 1, Day two: extinction 2). During the acquisition phase, errors in one condition were punished by a loud noise. This was followed by an immediate extinction phase (extinction 1), during which errors were no longer punished, and an identical extinction phase 24 h later (extinction 2). Only high anxious individuals showed increased ERN amplitudes in the punishment compared to the standard condition. This effect was not modulated by phase and was observed across acquisition and both extinction phases, such that anxious individuals appeared not to learn that the threat value of formerly-punished errors had changed in the course of the experiment. These data suggest that environmental factors (i.e., punishment) can have a persistent effect on the magnitude of the ERN, particularly for anxious individuals. This may point to a pathogenic mechanism linking learning experiences with the development of overactive error-monitoring in anxiety.