Brain Development, Impulsivity, Risky Decision Making, and Cognitive Control: Integrating Cognitive and Socioemotional Processes During Adolescence—An Introduction to the Special Issue

Abstract

The duality of limited cognitive and affective processes in adolescence Adolescence is a colorful and versatile period, accompanied by many contradictions and conflicts. Adolescents often desire to be different and unique in their thoughts, behaviors, outward appearances, and the way they are perceived by both peers and adults. However, in practice, they are generally seen as a homogenous group of individuals that share similar characteristics, such as using their own idioms and expressions, following the same fashion rules, and participating in similar activities. Indeed, it appears that one of the main motives underlying adolescent behavior is the wish to gain acceptance and confirmation from peers and significant others, often as a means of gaining self-acceptance. In accordance with socioemotional and cognitive developmental processes, this wish for acceptance and uniform identity can make adolescents socially sensitive and, in some cases,

Neuroanatomical Substrates for Risk Behavior

“…Importantly, how an individual treats known probabilities (what economists call “risk”) tells us very little about how she treats ambiguity (Cohen, Jaffray and Said 1987; Tymula, Rosenberg Belmaker, Ruderman, Glimcher and Levy 2013). Similarly, ambiguity and risk attitudes seem to follow separate, independent, developmental trajectories (Blankenstein, Crone, van den Bos and van Duijvenvoorde 2016; Tymula and others 2012). This suggests that ambiguity attitudes (attitudes towards unknown probabilities) may contribute to risk-taking behavior, independently from pure risk attitudes (attitudes towards known probabilities).…”

Teacher Evaluations of Executive Functioning in Schoolchildren Aged 9–12 and the Influence of Age, Sex, Level of Parental Education

“…Between the ages of 8–12, a child undergoes major biological, behavioral and social changes (Leshem, 2016). Puberty starts within this period and substantial changes take place in the endocrine system and in the brain (Lenroot and Giedd, 2010; Diamond, 2013; Jolles, 2016).…”

“…Children become less impulsive over the years by learning to reflect on their own behavior before acting. This enables a child to choose for the best behavioral alternative (Diamond, 2013; Lawrence et al, 2015; Jolles, 2016; Leshem, 2016). Children learn to prioritize, and to anticipate on future events.…”

“…Children get experience with planning on the short- and on the long term, and to keep in mind the consequences of their behavior for other individuals. Attention, self-regulation and planning are three core EFs that enable the developing child to become more skilled, get experience, and to adapt to the changing situations in their everyday life (Lowe and Cook, 2003; Casey et al, 2010; McCloskey and Perkins, 2012; Diamond, 2013; Leshem, 2016). …”

“…During this period, major structures in the prefrontal areas are connected with structures in subcortical areas, brainstem, and posterior cortex, with the development of networks as a result (Huizinga et al, 2006; Lenroot and Giedd, 2010; Leshem, 2016). These networks mature further over the long period of adolescence until emerging adulthood (i.e., age 18–23 years) (Steinberg and Morris, 2001; Casey et al, 2008; Giedd and Rapoport, 2010; Steinberg, 2014; Baars et al, 2015).…”