Dumontheil, Iroise (2016) Adolescent brain development. Current Opinion in Behavioral Sciences 10 , pp. 39-44. ISSN 2352-1546.
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Abstract
Adolescence starts with puberty and ends when individuals attain an independent role in society. Cognitive neuroscience research in the last two decades has improved our understanding of adolescent brain development. The evidence indicates a prolonged structural maturation of grey matter and white matter tracts supporting higher cognitive functions such as cognitive control and social cognition. These changes are associated with a greater strengthening and separation of brain networks, both in terms of structure and function, as well as improved cognitive skills. Adolescent-specific sub-cortical reactivity to emotions and rewards, contrasted with their developing self-control skills, are thought to account for their greater sensitivity to the socio-affective context. The present review examines these findings and their implications for training interventions and education.
Metadata
| Item Type: | Article |
|---|---|
| School: | Birkbeck Faculties and Schools > Faculty of Science > School of Psychological Sciences |
| Research Centres and Institutes: | Educational Neuroscience, Centre for, Brain and Cognitive Development, Centre for (CBCD) |
| Depositing User: | Administrator |
| Date Deposited: | 16 May 2016 12:39 |
| Last Modified: | 30 Jun 2024 03:29 |
| URI: | https://eprints.bbk.ac.uk/id/eprint/15037 |
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