Thank you for your response. This YT video is a beginners guide to ERP, and discusses negative and positive deflection: [https://www.youtube.com/watch?v=eKGmoJOB-\_0&ab\_channel=Psyched%21](https://www.youtube.com/watch?v=eKGmoJOB-_0&ab_channel=Psyched%21) So, basically this study used ERP to measure brain activity in response to making a mistake. ERN is a quick negative response that occurs when someone makes a mistake, while Pe is a positive response that happens a bit later. So.. basically, this study investigated whether these responses are linked to stuttering and anxiety in very young children. >anxiety is not related to Stuttering Yes, the researchers drew this conclusion, likely because they investigated younger children (younger than in other research studies). As I understand it, as we grow older the higher the risk that we develop hypersensitivity for error-monitoring (such as anticipating stuttering, or anticipating negative reactions of listeners). This can then increase the risk for social anxiety, and sensitivity to speaking errors. The older we become, the more fluency demands we develop, which I view as limiting our speech performance (with filters or conditions). I think that there is a sort-of threshold, once we enter a certain negative spiral, stuttering basically only becomes worse.. like, anticipation becomes worse, responses to stimuli become worse further escalating and feeding each other, these then turn into maladaptive neural adaptions spreading out more, further perpetuating the vicious circle. > If you could explain some of these topics in layman's term, for fools like me. that will be a great help. Basically, these are the conclusions that I drew from this research myself: \- ignore speech errors in the speech motor plan (which is the internal representation) (such as anticipation) \- reduce sensitivity to these errors \- respond less to these errors \- stop giving significance to these errors, such that, analyzing or reacting to the anticipated word (like saying my own name) gives it more credibility or making it more real \- reduce corrective responses, like, if we anticipate a feared word, don't try to correct the anticipation, don't let this speech error disrupt speech initiation or don't implement avoidance or struggle responses to this error \- reduce affective and reflective processes, like, if you anticipate stuttering on your own name, reduce evoking emotions to the speech error, reduce analyzing it, don't have a subjective view of the speech error \- don't link speech errors (such as anticipation) to a lack of confidence or self-esteem \- don't notice that other people are viewing our speech as strange