Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Cognitive Development During Adolescence01:18

Cognitive Development During Adolescence

During adolescence, individuals experience significant cognitive development that enhances their understanding of others' emotions and thoughts, known as cognitive empathy. This period is marked by an increased ability to adapt to others' perspectives and a more nuanced understanding of others' mental states, a skill that is foundational for social problem-solving and conflict avoidance. The development of cognitive empathy relies heavily on the theory of mind — the recognition that people have...
Erikson's Theory on Socioemotional Development during Adolescence01:17

Erikson's Theory on Socioemotional Development during Adolescence

Erik Erikson's fifth stage of psychosocial development, "identity versus role confusion," is crucial during adolescence (ages 12 to 18). In this stage, adolescents face the developmental task of forging a distinct personal identity, a process influenced by social, psychological, and biological changes typical of this period. Adolescents naturally explore different roles, behaviors, and ideologies as they navigate complex questions of self-concept, asking, "Who am I?" and "What is my place in...
Revisionist Views of Adolescent and Adult Cognition01:24

Revisionist Views of Adolescent and Adult Cognition

A revisionist approach to Jean Piaget's theory of cognitive development has brought new insights that challenge and reinterpret his established ideas. Piaget proposed that the formal operational stage, emerging in adolescence, represents the culmination of cognitive maturity. During this stage, individuals are said to develop abstract thinking, engage in systematic problem-solving, and show a form of egocentrism, believing others are as preoccupied with their behavior as they are themselves.
Self-Evaluation: Self-Enhancement and Self-Verification03:00

Self-Evaluation: Self-Enhancement and Self-Verification

Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
Social Foundations of Self II: The Generalized Other01:20

Social Foundations of Self II: The Generalized Other

According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group effort.
Piaget's Stage 4 of Cognitive Development01:19

Piaget's Stage 4 of Cognitive Development

The formal operational stage, as described in Piaget's cognitive development theory, begins around age 11 and extends into adulthood. It marks the emergence of advanced cognitive abilities that differentiate adolescent and adult thinking from those of younger children. This stage is characterized by abstract reasoning, hypothetical-deductive reasoning, and a more complex understanding of self and others.
Abstract Reasoning and Hypothetical-Deductive Thinking
Unlike the concrete operational...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

The prevalence of food insecurity and its relationship with wellbeing in a large, cross-sectional study of children and young people in England.

JCPP advances·2026
Same author

A digitally embedded intervention to enhance psychological decentering and reduce depression severity in at-risk adolescents: a randomised controlled trial of the 'One Step Back' programme.

EClinicalMedicine·2026
Same author

Collective Risk Taking in Adolescents and Young Adults: Adolescents Take More Risks When Deciding Collectively Than Alone.

Journal of adolescence·2026
Same author

The Longitudinal Relationship Between Self-Reported Executive Function and Mental Health in Early Adolescence.

JAACAP open·2026
Same author

A Behavioral Activation Digital Intervention Incorporating Gamification and Peer Support for Adolescent Depression in Rural South Africa: A Pilot Randomized Controlled Trial (the DoBAt Study).

JAACAP open·2025
Same author

Social isolation impacts risk perception but not peer influence in mid-adolescence.

Acta psychologica·2025

Related Experiment Video

Updated: Jun 28, 2026

Social Defeat Stress Model for Adolescent C57BL/6 Male and Female Mice
07:15

Social Defeat Stress Model for Adolescent C57BL/6 Male and Female Mice

Published on: March 15, 2024

Social cognitive development during adolescence.

Suparna Choudhury1, Sarah-Jayne Blakemore, Tony Charman

  • 1Behavioural & Brain Sciences, Institute of Child Health, University College London, London, UK. s.choudhury@ich.ac.uk

Social Cognitive and Affective Neuroscience
|November 6, 2008
PubMed
Summary
This summary is machine-generated.

Adolescent social cognition develops significantly, with emotional perspective-taking skills improving alongside brain maturation. Reaction times for first-person vs. third-person perspectives decrease with age, indicating enhanced social understanding.

More Related Videos

Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children
07:01

Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children

Published on: March 1, 2019

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Related Experiment Videos

Last Updated: Jun 28, 2026

Social Defeat Stress Model for Adolescent C57BL/6 Male and Female Mice
07:15

Social Defeat Stress Model for Adolescent C57BL/6 Male and Female Mice

Published on: March 15, 2024

Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children
07:01

Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children

Published on: March 1, 2019

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Cognitive Science

Background:

  • Adolescence is a critical period for social development and significant brain structural changes.
  • Key brain regions for social cognition mature extensively during this phase.
  • Understanding the development of social cognition and its neural basis in adolescence is crucial.

Purpose of the Study:

  • To investigate the development of emotional perspective-taking during adolescence.
  • To examine the relationship between age, brain maturation, and social cognitive abilities.
  • To analyze reaction time differences in first-person vs. third-person perspective-taking tasks.

Main Methods:

  • Utilized a computerized task assessing emotional perspective-taking in 112 participants aged 8-36 years.
  • Measured reaction times for first-person perspective (1PP) and third-person perspective (3PP) tasks.
  • Analyzed age-related changes in the difference between 1PP and 3PP reaction times.

Main Results:

  • A significant decrease in the reaction time difference between 1PP and 3PP was observed with increasing age.
  • Adults showed reaction times closer to the zero line (3PP ≈ 1PP), indicating efficient perspective-taking.
  • Pre-adolescents exhibited greater variability in reaction time differences, suggesting developing perspective-taking strategies.

Conclusions:

  • Emotional perspective-taking efficiency and strategy evolve in parallel with brain maturation during adolescence.
  • These findings highlight the dynamic development of social cognition throughout adolescence.
  • The study provides insights into the neural and psychosocial underpinnings of social understanding in developing individuals.