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Related Concept Videos

Cognitive Development During Adolescence01:18

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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...
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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...
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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...
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Social cognitive perspectives on personality emphasize the importance of conscious awareness, beliefs, expectations, and goals in shaping behavior. These perspectives incorporate behaviorist principles, such as learning through reinforcement and conditioning, but extend beyond them by highlighting human reasoning and planning. Unlike traditional behaviorist views, social cognitive theory focuses on how individuals reflect on their past experiences and plan for future outcomes by considering...
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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...
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Self-oriented neural circuitry predicts other-oriented adaptive risks in adolescence: a longitudinal study.

Seh-Joo Kwon1, Caitlin C Turpyn1, Mitchell J Prinstein1

  • 1Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill, Chapel Hill, NC 27514, USA.

Social Cognitive and Affective Neuroscience
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Adolescents take more adaptive risks for themselves than for their parents as they age. Brain connectivity patterns, particularly between reward and social systems, predict how adolescents manage these adaptive risks for others.

Keywords:
adaptive risk-takingadolescencefMRIlongitudinalsocial context

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Social Cognition

Background:

  • Adolescence involves evolving decision-making and perspective-taking skills.
  • Understanding developmental changes in adaptive risk-taking for oneself versus others is limited.
  • Neural systems for reward and social cognition may differentially influence self- versus other-oriented risks.

Purpose of the Study:

  • To investigate developmental changes in adolescent adaptive risk-taking for self and parent.
  • To examine the role of functional brain connectivity in mediating these risk-taking behaviors.
  • To explore how neural coupling between reward and social brain regions supports adaptive social behaviors.

Main Methods:

  • 173 adolescents participated across three waves, completing behavioral and functional magnetic resonance imaging (fMRI) scans.
  • Participants engaged in a risky decision-making task involving potential monetary rewards for themselves and their parent.
  • fMRI data analyzed functional coupling between ventral striatum (VS) and social brain regions (TPJ/pSTS, mPFC) during decision-making.

Main Results:

  • Adolescents increasingly took more adaptive risks for themselves than for their parent from 6th to 9th grade.
  • Greater VS-TPJ/pSTS and VS-mPFC connectivity tracking expected value (EV) in 6th grade predicted self-risk-taking.
  • Lower VS-mPFC connectivity in 9th grade predicted greater adaptive risk-taking for their parent.

Conclusions:

  • Adolescent risk-taking becomes more self-focused developmentally.
  • Neural connectivity patterns between reward and social brain regions play a crucial role in modulating adaptive risk-taking for others.
  • The self may serve as a neural proxy for promoting adaptive social behaviors in youth.