The modus operandi of the error detection system remains elusive. We argue here that working memory capacity plays an important role in its functioning: that is, a larger working memory capacity leads to a higher ERN amplitude. This has been documented in the literature in both a between-individuals comparison and in the effects of increasing working memory by cognitive training (e.g., [45], ). While such a relationship between working memory and ERN has been suggested in previous studies [12] [14], the subjects in the current study – adult dyslexic university students who prior to the training exhibited not only lower reading scores, but also a limited capacity of the working memory system and a lower amplitude of ERN - make the findings especially compelling.
