Additional studies suggest a role for motivational significance in modulating amplitude of the ERN. One study used two different paradigms to assess motivational effects on ERN amplitude: a Flankers task in which subjects could either win or lose 5 or 100 points, and a Flankers task administered under conditions of performance evaluation (Hajcak et al., 2005). In both of these experiments, errors associated with a motivationally significant context (i.e., losing 100 points or being evaluated) coincided with a larger ERN amplitude compared to the other conditions. More recent studies replicate these results and indicate that more valuable or significant errors result in a larger ERN (Chiu & Deldin, 2007; Kim, Iwaki, Uno, & Fujita, 2005).
