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Thai M, Başgöze Z, Westlund Schreiner M, Roediger DJ, Falke CA, Mueller BA, Fiecas MB, Quevedo K, Pfeifer JH, Klimes-Dougan B, Cullen KR. A multi-modal assessment of self-knowledge in adolescents with non-suicidal self-injury: a research domains criteria (RDoC) study. Psychol Med 2024:1-12. [PMID: 39246282 DOI: 10.1017/s0033291724001399] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 09/10/2024]
Abstract
BACKGROUND Adolescence is a critical period for brain development, consolidation of self-understanding, and onset of non-suicidal self-injury (NSSI). This study evaluated the RDoC (Research Domain Criteria) sub-construct of Self-Knowledge in relation to adolescent NSSI using multiple units of analysis. METHODS One hundred and sixty-four adolescents assigned female at birth (AFAB), ages 12-16 years with and without a history of NSSI entered a study involving clinical assessment and magnetic resonance imaging (MRI), including structural, resting-state functional MRI (fMRI), and fMRI during a self-evaluation task. For imaging analyses, we used an a priori defined Self Network (anterior cingulate, orbitofrontal, and posterior cingulate cortices; precuneus). We first examined interrelationships among multi-level Self variables. We then evaluated the individual relationships between NSSI severity and multi-level Self variables (self-report, behavior, multi-modal brain Self Network measures), then conducted model testing and multiple regression to test how Self variables (together) predicted NSSI severity. RESULTS Cross-correlations revealed key links between self-reported global self-worth and self-evaluation task behavior. Individually, greater NSSI severity correlated with lower global self-worth, more frequent and faster negative self-evaluations, lower anterior Self Network activation during self-evaluation, and lower anterior and posterior Self Network resting-state connectivity. Multiple regression analysis revealed the model including multi-level Self variables explained NSSI better than a covariate-only model; the strongest predictive variables included self-worth, self-evaluation task behavior, and resting-state connectivity. CONCLUSIONS Disruptions in Self-Knowledge across multiple levels of analysis relate to NSSI in adolescents. Findings suggest potential neurobiological treatment targets, potentially enhancing neuroplasticity in Self systems to facilitate greater flexibility (more frequently positive) of self-views in AFAB adolescents.
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Affiliation(s)
- Michelle Thai
- Department of Psychology, University of Minnesota, Twin Cities, MN, USA
- Center for Depression, Anxiety, and Stress Research, McLean Hospital, Belmont, MA, USA
- Department of Psychiatry, Harvard Medical School, Boston, MA, USA
| | - Zeynep Başgöze
- Psychiatry and Behavioral Sciences, University of Minnesota Medical School, Minneapolis, MN, USA
| | | | - Donovan J Roediger
- Psychiatry and Behavioral Sciences, University of Minnesota Medical School, Minneapolis, MN, USA
| | - Chloe A Falke
- Division of Biostatistics, School of Public Health, University of Minnesota, Minneapolis, MN, USA
| | - Bryon A Mueller
- Psychiatry and Behavioral Sciences, University of Minnesota Medical School, Minneapolis, MN, USA
| | - Mark B Fiecas
- Division of Biostatistics, School of Public Health, University of Minnesota, Minneapolis, MN, USA
| | - Karina Quevedo
- Psychiatry and Behavioral Sciences, University of Minnesota Medical School, Minneapolis, MN, USA
| | | | | | - Kathryn R Cullen
- Psychiatry and Behavioral Sciences, University of Minnesota Medical School, Minneapolis, MN, USA
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van der Cruijsen R, Begeer S, Crone EA. The role of autism and alexithymia traits in behavioral and neural indicators of self-concept and self-esteem in adolescence. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2024; 28:2346-2361. [PMID: 38411147 PMCID: PMC11403929 DOI: 10.1177/13623613241232860] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/28/2024]
Abstract
LAY ABSTRACT Developing a positive view of the self is important for maintaining a good mental health, as feeling negative about the self increases the risk of developing internalizing symptoms such as feelings of depression and anxiety. Even though autistic individuals regularly struggle with these internalizing feelings, and both self-concept and internalizing feelings are known to develop during adolescence, there is a lack of studies investigating the development of positive self-concept and self-esteem in autistic adolescents. Here, we studied academic, physical, and prosocial self-concept as well as self-esteem in adolescent males with and without autism on both the behavioral and neural level. We additionally focused on similarities in one's own and peers' perspectives on the self, and we assessed a potential role of alexithymia (i.e. having trouble identifying and describing one's feelings) in developing a more negative view of the self. Results showed that there were no group differences in self-esteem, self-concept, or underlying neural activation. This shows that autistic adolescent males use the same neural processes when they evaluate their traits. However, regardless of clinical diagnosis, a higher number of autism traits was related to a less positive physical and prosocial self-concept, whereas more difficulty identifying one's feelings was related to lowered self-esteem and less activation in medial prefrontal cortex during self-evaluations. Therefore, in treatment of autistic adolescents with low self-esteem, it is important to take into account and possibly aim to improve alexithymic traits as well.
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Toenders YJ, Dorsman H, van der Cruijsen R, Crone EA. Developing body estimation in adolescence is associated with neural regions that support self-concept. Soc Cogn Affect Neurosci 2024; 19:nsae042. [PMID: 38902015 PMCID: PMC11223914 DOI: 10.1093/scan/nsae042] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2023] [Revised: 04/10/2024] [Accepted: 06/13/2024] [Indexed: 06/22/2024] Open
Abstract
Both self-concept, the evaluation of who you are, and the physical body undergo changes throughout adolescence. These two processes might affect the development of body image, a complex construct that comprises one's thoughts, feelings, and perception of one's body. This study aims to better understand the development of body image in relation to self-concept development and its neural correlates. Adolescents (aged 11-24) from the longitudinal Leiden Self-Concept study were followed for three consecutive years (NT1 = 160, NT2 = 151, and NT3 = 144). Their body image was measured using a figure rating scale and body dissatisfaction questionnaire. Body estimation was calculated based on figure ratings relative to their actual body mass index (BMI). Additionally, participants evaluated their physical appearance traits in an functional magnetic resonance imaging (fMRI) task. Results revealed that body estimation and body dissatisfaction increased with age. Heightened inferior parietal lobe (IPL) activation during physical self-evaluation was associated with lower body estimation, meaning that the neural network involved in thinking about one's physical traits is more active for individuals who perceive themselves as larger than they are. IPL activity showed continued development during adolescence, suggesting an interaction between neural development and body perception. These findings highlight the complex interplay between affective, perceptual, and biological factors in shaping body image.
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Affiliation(s)
- Yara J Toenders
- Developmental and Educational Psychology, Leiden University, Leiden 2333AK, The Netherlands
- Leiden Institute for Brain and Cognition, Leiden University, Leiden 2333AK, The Netherlands
- Erasmus School of Social and Behavioral Sciences, Erasmus University Rotterdam, Rotterdam 3062PA, The Netherlands
| | - Hannah Dorsman
- Erasmus School of Social and Behavioral Sciences, Erasmus University Rotterdam, Rotterdam 3062PA, The Netherlands
| | | | - Eveline A Crone
- Developmental and Educational Psychology, Leiden University, Leiden 2333AK, The Netherlands
- Leiden Institute for Brain and Cognition, Leiden University, Leiden 2333AK, The Netherlands
- Erasmus School of Social and Behavioral Sciences, Erasmus University Rotterdam, Rotterdam 3062PA, The Netherlands
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4
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Toenders YJ, Green KH, Te Brinke LW, van der Cruijsen R, van de Groep S, Crone EA. From developmental neuroscience to policy: A novel framework based on participatory research. Dev Cogn Neurosci 2024; 67:101398. [PMID: 38850964 PMCID: PMC11200278 DOI: 10.1016/j.dcn.2024.101398] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2023] [Revised: 03/15/2024] [Accepted: 05/30/2024] [Indexed: 06/10/2024] Open
Abstract
Insights from developmental neuroscience are not always translated to actionable policy decisions. In this review, we explore the potential of bridging the gap between developmental neuroscience and policy through youth participatory research approaches. As the current generation of adolescents lives in an increasingly complex and rapidly changing society, their lived experiences are crucial for both research and policy. Moreover, their active involvement holds significant promise, given their heightened creativity and need to contribute. We therefore advocate for a transdisciplinary framework that fosters collaboration between developmental scientists, adolescents, and policy makers in addressing complex societal challenges. We highlight the added value of adolescents' lived experiences in relation to two pressing societal issues affecting adolescents' mental health: performance pressure and social inequality. By integrating firsthand lived experiences with insights from developmental neuroscience, we provide a foundation for progress in informed policy decisions.
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Affiliation(s)
- Yara J Toenders
- Department of Psychology, Education & Child Studies, Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, the Netherlands.
| | - Kayla H Green
- Developmental Neuroscience in Society, Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, the Netherlands
| | - Lysanne W Te Brinke
- Department of Psychology, Education & Child Studies, Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, the Netherlands
| | | | - Suzanne van de Groep
- Department of Psychology, Education & Child Studies, Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, the Netherlands
| | - Eveline A Crone
- Developmental Neuroscience in Society, Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, the Netherlands
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Toenders YJ, van der Cruijsen R, Runze J, van de Groep S, Wierenga L, Crone EA. Mood variability during adolescent development and its relation to sleep and brain development. Sci Rep 2024; 14:8537. [PMID: 38609481 PMCID: PMC11014928 DOI: 10.1038/s41598-024-59227-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/04/2022] [Accepted: 04/08/2024] [Indexed: 04/14/2024] Open
Abstract
Mood swings, or mood variability, are associated with negative mental health outcomes. Since adolescence is a time when mood disorder onset peaks, mood variability during this time is of significant interest. Understanding biological factors that might be associated with mood variability, such as sleep and structural brain development, could elucidate the mechanisms underlying mood and anxiety disorders. Data from the longitudinal Leiden self-concept study (N = 191) over 5 yearly timepoints was used to study the association between sleep, brain structure, and mood variability in healthy adolescents aged 11-21 at baseline in this pre-registered study. Sleep was measured both objectively, using actigraphy, as well as subjectively, using a daily diary self-report. Negative mood variability was defined as day-to-day negative mood swings over a period of 5 days after an MRI scan. It was found that negative mood variability peaked in mid-adolescence in females while it linearly increased in males, and average negative mood showed a similar pattern. Sleep duration (subjective and objective) generally decreased throughout adolescence, with a larger decrease in males. Mood variability was not associated with sleep, but average negative mood was associated with lower self-reported energy. In addition, higher thickness in the dorsolateral prefrontal cortex (dlPFC) compared to same-age peers, suggesting a delayed thinning process, was associated with higher negative mood variability in early and mid-adolescence. Together, this study provides an insight into the development of mood variability and its association with brain structure.
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Affiliation(s)
- Yara J Toenders
- Developmental and Educational Psychology, Leiden University, Wassenaarseweg 52, 2333 AK, Leiden, The Netherlands.
- Leiden Institute for Brain and Cognition, Leiden University, Leiden, The Netherlands.
- Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, Rotterdam, The Netherlands.
| | - Renske van der Cruijsen
- Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, Rotterdam, The Netherlands
| | - Jana Runze
- Clinical Child and Family Studies, VU University Amsterdam, Amsterdam, The Netherlands
| | - Suzanne van de Groep
- Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, Rotterdam, The Netherlands
| | - Lara Wierenga
- Developmental and Educational Psychology, Leiden University, Wassenaarseweg 52, 2333 AK, Leiden, The Netherlands
- Leiden Institute for Brain and Cognition, Leiden University, Leiden, The Netherlands
| | - Eveline A Crone
- Developmental and Educational Psychology, Leiden University, Wassenaarseweg 52, 2333 AK, Leiden, The Netherlands
- Leiden Institute for Brain and Cognition, Leiden University, Leiden, The Netherlands
- Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, Rotterdam, The Netherlands
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6
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Butterfield RD, Silk JS, Sequeira SL, Jones NP, Ladouceur CD. Neural activity during negative self-evaluation is associated with negative self-concept and depressive symptoms in adolescent girls. Dev Psychopathol 2023:1-11. [PMID: 38086604 PMCID: PMC11169090 DOI: 10.1017/s0954579423001463] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/08/2024]
Abstract
Self-concept becomes reliant on social comparison, potentially leading to excessive self-focused attention, persistently negative self-concept and increased risk for depression during early adolescence. Studies have implicated neural activation in cortical midline brain structures in self-related information processing, yet it remains unclear how this activation may underlie subjective self-concept and links to depression in adolescence. We examined these associations by assessing neural activity during negative vs. positive self-referential processing in 39 11-to-13-year-old girls. During a functional neuroimaging task, girls reported on their perceptions of self-concept by rating how true they believed positive and negative personality traits were about them. Girls reported on depressive symptoms at the scan and 6 months later. Activation in the dorsomedial and ventrolateral prefrontal cortexes (dMPFC; VLPFC), and visual association area was significantly associated with subjective self-concept and/or depressive symptoms at the scan or 6 months later. Exploratory models showed higher activation in the dMPFC to Self-negative > Self-positive was indirectly associated with concurrent depressive symptoms through more negative self-concept. Higher activation in the visual association area to Self-positive > Self-negative was associated with lower depressive symptoms at follow-up through more positive self-concept. Findings highlight how differential neural processing of negative versus positive self-relevant information maps onto perceptions of self-concept and adolescent depression.
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Affiliation(s)
- Rosalind D Butterfield
- Department of Anesthesiology and Perioperative Medicine, University of Pittsburgh, Pittsburgh, PA, USA
| | - Jennifer S Silk
- Department of Psychology, University of Pittsburgh, Pittsburgh, PA, USA
- Department of Psychiatry, University of Pittsburgh, Pittsburgh, PA, USA
| | | | - Neil P Jones
- Department of Psychiatry, University of Pittsburgh, Pittsburgh, PA, USA
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7
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Cosme D, Mobasser A, Pfeifer JH. If you're happy and you know it: neural correlates of self-evaluated psychological health and well-being. Soc Cogn Affect Neurosci 2023; 18:nsad065. [PMID: 37930824 PMCID: PMC10684270 DOI: 10.1093/scan/nsad065] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2022] [Revised: 07/17/2023] [Accepted: 10/24/2023] [Indexed: 11/08/2023] Open
Abstract
Psychological health and well-being have important implications for individual and societal thriving. Research underscores the subjective nature of well-being, but how do individuals intuit this subjective sense of well-being in the moment? This pre-registered study addresses this question by examining the neural correlates of self-evaluated psychological health and their dynamic relationship with trial-level evaluations. Participants (N = 105) completed a self-evaluation task and made judgments about three facets of psychological health and positive functioning-self-oriented well-being, social well-being and ill-being. Consistent with pre-registered hypotheses, self-evaluation elicited activity in the default mode network, and there was strong spatial overlap among constructs. Trial-level analyses assessed whether and how activity in a priori regions of interest-perigenual anterior cingulate cortex (pgACC), ventromedial prefrontal cortex (vmPFC) and ventral striatum-were related to subjective evaluations. These regions explained additional variance in whether participants endorsed or rejected items but were differentially related to evaluations. Stronger activity in pgACC was associated with a higher probability of endorsement across constructs, whereas stronger activity in vmPFC was associated with a higher probability of endorsing ill-being items, but a lower probability of endorsing self-oriented and social well-being items. These results add nuance to neurocognitive accounts of self-evaluation and extend our understanding of the neurobiological basis of subjective psychological health and well-being.
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Affiliation(s)
- Danielle Cosme
- Department of Psychology, University of Oregon, Eugene, OR 97403, USA
- Annenberg School for Communication, University of Pennsylvania, Philadelphia, PA 19104, USA
| | - Arian Mobasser
- Department of Psychology, University of Oregon, Eugene, OR 97403, USA
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8
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Romaniuk L, MacSweeney N, Atkinson K, Chan SWY, Barbu MC, Lawrie SM, Whalley HC. Striatal correlates of Bayesian beliefs in self-efficacy in adolescents and their relation to mood and autonomy: a pilot study. Cereb Cortex Commun 2023; 4:tgad020. [PMID: 38089939 PMCID: PMC10712445 DOI: 10.1093/texcom/tgad020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2023] [Accepted: 10/25/2023] [Indexed: 02/02/2024] Open
Abstract
Major depressive disorder often originates in adolescence and is associated with long-term functional impairment. Mechanistically characterizing this heterogeneous illness could provide important leads for optimizing treatment. Importantly, reward learning is known to be disrupted in depression. In this pilot fMRI study of 21 adolescents (16-20 years), we assessed how reward network disruption impacts specifically on Bayesian belief representations of self-efficacy (SE-B) and their associated uncertainty (SE-U), using a modified instrumental learning task probing activation induced by the opportunity to choose, and an optimal Hierarchical Gaussian Filter computational model. SE-U engaged caudate, nucleus accumbens (NAcc), precuneus, posterior parietal and dorsolateral prefrontal cortex (PFWE < 0.005). Sparse partial least squares analysis identified SE-U striatal activation as associating with one's sense of perceived choice and depressive symptoms, particularly anhedonia and negative feelings about oneself. As Bayesian uncertainty modulates belief flexibility and their capacity to steer future actions, this suggests that these striatal signals may be informative developmentally, longitudinally and in assessing response to treatment.
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Affiliation(s)
- Liana Romaniuk
- Division of Psychiatry, University of Edinburgh, Kennedy Tower, Royal Edinburgh Hospital, Morningside Park, Edinburgh EH10 5H, United Kingdom
| | - Niamh MacSweeney
- Division of Psychiatry, University of Edinburgh, Kennedy Tower, Royal Edinburgh Hospital, Morningside Park, Edinburgh EH10 5H, United Kingdom
| | - Kimberley Atkinson
- Division of Psychiatry, University of Edinburgh, Kennedy Tower, Royal Edinburgh Hospital, Morningside Park, Edinburgh EH10 5H, United Kingdom
| | - Stella W Y Chan
- School of Psychology & Clinical Language Sciences, University of Reading, Earley Gate, Whiteknights, Reading RG6 6ES, United Kingdom
| | - Miruna C Barbu
- Division of Psychiatry, University of Edinburgh, Kennedy Tower, Royal Edinburgh Hospital, Morningside Park, Edinburgh EH10 5H, United Kingdom
| | - Stephen M Lawrie
- Division of Psychiatry, University of Edinburgh, Kennedy Tower, Royal Edinburgh Hospital, Morningside Park, Edinburgh EH10 5H, United Kingdom
| | - Heather C Whalley
- Division of Psychiatry, University of Edinburgh, Kennedy Tower, Royal Edinburgh Hospital, Morningside Park, Edinburgh EH10 5H, United Kingdom
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van de Groep IH, Bos MGN, Popma A, Crone EA, Jansen LMC. A neurocognitive model of early onset persistent and desistant antisocial behavior in early adulthood. Front Hum Neurosci 2023; 17:1100277. [PMID: 37533586 PMCID: PMC10392129 DOI: 10.3389/fnhum.2023.1100277] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2022] [Accepted: 06/22/2023] [Indexed: 08/04/2023] Open
Abstract
It remains unclear which functional and neurobiological mechanisms are associated with persistent and desistant antisocial behavior in early adulthood. We reviewed the empirical literature and propose a neurocognitive social information processing model for early onset persistent and desistant antisocial behavior in early adulthood, focusing on how young adults evaluate, act upon, monitor, and learn about their goals and self traits. Based on the reviewed literature, we propose that persistent antisocial behavior is characterized by domain-general impairments in self-relevant and goal-related information processing, regulation, and learning, which is accompanied by altered activity in fronto-limbic brain areas. We propose that desistant antisocial development is associated with more effortful information processing, regulation and learning, that possibly balances self-relevant goals and specific situational characteristics. The proposed framework advances insights by considering individual differences such as psychopathic personality traits, and specific emotional characteristics (e.g., valence of social cues), to further illuminate functional and neural mechanisms underlying heterogenous developmental pathways. Finally, we address important open questions and offer suggestions for future research to improve scientific knowledge on general and context-specific expression and development of antisocial behavior in early adulthood.
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Affiliation(s)
- Ilse H. van de Groep
- Erasmus School of Social and Behavioral Sciences, Erasmus University Rotterdam, Rotterdam, Netherlands
- Leiden Institute for Brain and Cognition, Leiden University, Leiden, Netherlands
- Department of Child and Adolescent Psychiatry and Psychosocial Care, Amsterdam University Medical Center, Vrije Universiteit Amsterdam, Amsterdam, Netherlands
| | - Marieke G. N. Bos
- Leiden Institute for Brain and Cognition, Leiden University, Leiden, Netherlands
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, Netherlands
| | - Arne Popma
- Department of Child and Adolescent Psychiatry and Psychosocial Care, Amsterdam University Medical Center, Vrije Universiteit Amsterdam, Amsterdam, Netherlands
- Amsterdam Public Health, Mental Health, Amsterdam, Netherlands
| | - Eveline A. Crone
- Erasmus School of Social and Behavioral Sciences, Erasmus University Rotterdam, Rotterdam, Netherlands
- Leiden Institute for Brain and Cognition, Leiden University, Leiden, Netherlands
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, Netherlands
| | - Lucres M. C. Jansen
- Department of Child and Adolescent Psychiatry and Psychosocial Care, Amsterdam University Medical Center, Vrije Universiteit Amsterdam, Amsterdam, Netherlands
- Amsterdam Public Health, Mental Health, Amsterdam, Netherlands
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Butterfield RD, Silk JS. The Role of Neural Self-Referential Processes Underlying Self-Concept in Adolescent Depression: A Comprehensive Review and Proposed Neurobehavioral Model. Neurosci Biobehav Rev 2023; 149:105183. [PMID: 37076056 DOI: 10.1016/j.neubiorev.2023.105183] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2022] [Revised: 03/28/2023] [Accepted: 04/15/2023] [Indexed: 04/21/2023]
Abstract
There is growing knowledge about how self-concept develops in adolescence and contributes to the onset of depression, but researchers have only recently begun investigating the neural mechanisms that underlie self-referential cognition in adolescents with and without depression. This paper reviews task-related functional neuroimaging (fMRI) research on self-referential neural processing in both healthy and depressed adolescents (Mage range = 12-18 years), with a focus on elucidating brain activation that may subserve adolescent self-perception and related associations with depression. Drawing on conclusions from the affective neuroscience literature and developmental theory, we propose a neurobehavioral model and future research recommendations to address how social factors might shape self-referential neural processes and self-concept in ways that confer risk for depression. We review the operationalization of self-concept, developmental theory (i.e., symbolic interactionism) on self-concept development, and the role of self-concept in adolescent depression. We then review empirical studies assessing neural activation during healthy and depressed adolescents' processing of self-relevant information, and the limited studies assessing links between social factors and neural self-referential processing.
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Affiliation(s)
| | - Jennifer S Silk
- University of Pittsburgh, Department of Psychology and Psychiatry
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van de Groep IH, G N Bos M, Jansen LMC, Popma A, Crone EA. Through the looking glass: the neural basis of self-concept in young adults with antisocial trajectories. Soc Cogn Affect Neurosci 2023; 18:7156805. [PMID: 37154430 PMCID: PMC10165683 DOI: 10.1093/scan/nsad016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2022] [Revised: 02/27/2023] [Accepted: 03/16/2023] [Indexed: 05/10/2023] Open
Abstract
Self-concept is shaped by social experiences, but it is not yet well understood how the neural and behavioral development of self-concept is influenced by a history of antisocial behavior. In this pre-registered study, we examined neural responses to self-evaluations in young adults who engaged with antisocial behavior in childhood and either desisted or persisted in antisocial behavior. A self-concept task was performed by 94 young adults (age range 18-30 years). During the task, participants with a persistent or desistent antisocial trajectory (n = 54) and typically developing young adults (n = 40) rated whether positive and negative traits in different domains (prosocial and physical) described themselves. We examined both the effects of a history of antisocial behavior as well as current heterogeneity in psychopathic traits on self-concept appraisal and its neural underpinnings. Participants endorsed more positive trait statements than negative across domains, which did not differ between antisocial-history groups. However, current psychopathic traits were negatively associated with prosocial self-concept and medial prefrontal cortex activity during self-evaluation. Together, these findings suggest that antisocial tendencies might indeed be reflected in self-concept development of young adults, specifically in the prosocial domain.
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Affiliation(s)
- Ilse H van de Groep
- Erasmus School of Social and Behavioural Sciences, Erasmus University, Rotterdam 3062 PA, The Netherlands
- Leiden Institute for Brain and Cognition, Leiden University, Leiden 2300 RC, The Netherlands
- Department of Child and Adolescent Psychiatry, Amsterdam University Medical Center, 1100 DD Amsterdam Zuidoost, The Netherlands
- Developmental and Educational Psychology, Faculty of Social and Behavioural Sciences, Leiden University, Leiden 2333 AK, The Netherlands
| | - Marieke G N Bos
- Leiden Institute for Brain and Cognition, Leiden University, Leiden 2300 RC, The Netherlands
- Developmental and Educational Psychology, Faculty of Social and Behavioural Sciences, Leiden University, Leiden 2333 AK, The Netherlands
| | - Lucres M C Jansen
- Department of Child and Adolescent Psychiatry, Amsterdam University Medical Center, 1100 DD Amsterdam Zuidoost, The Netherlands
| | - Arne Popma
- Department of Child and Adolescent Psychiatry, Amsterdam University Medical Center, 1100 DD Amsterdam Zuidoost, The Netherlands
| | - Eveline A Crone
- Erasmus School of Social and Behavioural Sciences, Erasmus University, Rotterdam 3062 PA, The Netherlands
- Leiden Institute for Brain and Cognition, Leiden University, Leiden 2300 RC, The Netherlands
- Developmental and Educational Psychology, Faculty of Social and Behavioural Sciences, Leiden University, Leiden 2333 AK, The Netherlands
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12
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van der Cruijsen R, Blankenstein NE, Spaans JP, Peters S, Crone EA. Longitudinal self-concept development in adolescence. Soc Cogn Affect Neurosci 2023; 18:6987492. [PMID: 36639935 PMCID: PMC10036877 DOI: 10.1093/scan/nsac062] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2022] [Revised: 12/06/2022] [Accepted: 01/13/2023] [Indexed: 01/15/2023] Open
Abstract
This longitudinal behavioral neuroimaging study tested two hypotheses concerning self-concept development in adolescence: domain-specific self-concept and similarity between own (direct) and perceived peers' (reflected) opinions of the self. Participants (N = 189; 10-24 years) evaluated their traits in academic, physical appearance and prosocial domains from direct and reflected perspectives in an functional magnetic resonance imaging session across three time points (TP1: n = 160; TP2: n = 151; TP3: n = 144). Behaviorally, we observed a mid-adolescent dip in self-concept positivity, which was strongest for the academic domain, showing domain differentiation in mid-adolescence. Self-evaluations were associated with activity in, e.g. medial prefrontal cortex (mPFC) and temporal-parietal junction (TPJ). mPFC showed an adolescent-emerging peak in activation, pronounced more for direct than reflected self-evaluations. TPJ activation was generally stronger for reflected self-evaluations, and activation linearly increased with age for both reflected and direct self-evaluations. Longitudinal prediction analyses showed that positivity of self-evaluations predicted increases in self-concept clarity and less fear of negative evaluation 1 and 2 years later, highlighting the developmental benefits of acquiring a positive self-concept. Together, we show that adolescent self-development is characterized by dissociable neural patterns underlying self-evaluations in different domains, and from reflected and direct perspectives, confirming adolescence as a formative phase for developing a coherent and positive self-concept.
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Affiliation(s)
- Renske van der Cruijsen
- Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, Burgemeester Oudlaan 50, Rotterdam 3062 PA, The Netherlands
| | - Neeltje E Blankenstein
- Department of Developmental Psychology, Leiden University, Wassenaarseweg 52, Leiden 2333 AK, The Netherlands
- Leiden Institute for Brain and Cognition, Wassenaarseweg 52, Leiden 2333 AK, The Netherlands
| | - Jochem P Spaans
- Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, Burgemeester Oudlaan 50, Rotterdam 3062 PA, The Netherlands
| | - Sabine Peters
- Department of Developmental Psychology, Leiden University, Wassenaarseweg 52, Leiden 2333 AK, The Netherlands
- Leiden Institute for Brain and Cognition, Wassenaarseweg 52, Leiden 2333 AK, The Netherlands
| | - Eveline A Crone
- Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, Burgemeester Oudlaan 50, Rotterdam 3062 PA, The Netherlands
- Department of Developmental Psychology, Leiden University, Wassenaarseweg 52, Leiden 2333 AK, The Netherlands
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13
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Silva CS, Calheiros MM. "(I Think) My Mother Thinks I Am, Therefore I Am." The Looking-glass Self in Maltreated Children and Adolescents. JOURNAL OF INTERPERSONAL VIOLENCE 2022; 37:NP15670-NP15699. [PMID: 34111985 DOI: 10.1177/08862605211016352] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Children and adolescents with maltreatment experiences show worse representations of themselves, as compared to their nonmaltreated counterparts. According to the looking-glass self hypothesis (LGSH), individuals' self-representations (SR) stem from interactions with significant others, reflecting associations between what significant others think of them (i.e., actual appraisals), individuals' perceptions of significant others' appraisals of them (i.e., reflected appraisals), and SR. However, little is known about the looking-glass self process in maltreated children and adolescents. This multi-informant study aimed to test the LGSH within the mother-child relationship with children and adolescents with maltreatment experiences. Specifically, including maltreatment experiences as co-predictors, this study analyzed the mediating role of mothers' reflected appraisals (MRA) in associations between mothers' actual appraisals (MAA) and children/adolescents' SR. Participants were 203 children/adolescents (52.5% boys), 8-16 years old (M = 12.6; SD = 2.49), assisted by children and youth protection committees (CYPC), their mother, and their CYPC case workers. Case workers reported on child/adolescent maltreatment, children/adolescents reported on SR and MRA, and mothers reported on MAA. A multiple mediation path analysis revealed significant mediation effects of MRA between MAA and child/adolescent SR in instrumental, social, emotional, intelligence, and opposition SR, thus supporting the LGSH in the context of child/adolescent maltreatment. Also, psychological neglect was associated to worse intelligence SR, mediated by intelligence reflected appraisals. Findings emphasize the importance of the role of MRA on maltreated children and adolescents' SR construction process, and provide useful clues to incorporate in prevention and intervention strategies targeting maltreated children and adolescents.
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Affiliation(s)
- Carla Sofia Silva
- CICPSI, Faculdade de Psicologia, Universidade de Lisboa, Lisboa, Portugal
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14
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Achterberg M, Becht A, van der Cruijsen R, van de Groep IH, Spaans JP, Klapwijk E, Crone EA. Longitudinal associations between social media use, mental well-being and structural brain development across adolescence. Dev Cogn Neurosci 2022; 54:101088. [PMID: 35220022 PMCID: PMC8881643 DOI: 10.1016/j.dcn.2022.101088] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2021] [Revised: 02/08/2022] [Accepted: 02/17/2022] [Indexed: 11/22/2022] Open
Abstract
Youth of today grow up in a digital social world but the effects on well-being and brain development remain debated. This study tracked longitudinal associations between structural brain development, social media use and mental well-being. The study demonstrated two pathways of heterogeneity in brain development. First, adolescents who used social media more than their peers showed higher baseline cortical thickness in lateral prefrontal cortex (PFC) and medial PFC; and stronger decreases in the lateral PFC and temporal parietal junction. In contrast, adolescents with lower mental well-being showed lower baseline levels of surface area in the medial PFC and posterior superior temporal sulcus relative to their peers. Whereas the associations between structural brain development and well-being remained significant after correction for multiple testing, the results for social media use did not survive FDR correction. These findings demonstrate that although social media use and mental well-being were both associated with differential trajectories of brain development, the associations we report are distinct. These results show a nuanced perspective on the presumed relations between social media use and well-being and provide a starting point to further examine neural mechanisms that could explain which adolescents thrive by social media and which might be harmed.
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Affiliation(s)
- Michelle Achterberg
- Erasmus University Rotterdam, The Netherlands; Leiden University, The Netherlands.
| | - Andrik Becht
- Erasmus University Rotterdam, The Netherlands; Utrecht University, The Netherlands
| | | | - Ilse H van de Groep
- Erasmus University Rotterdam, The Netherlands; Amsterdam University Medical Center, The Netherlands
| | | | | | - Eveline A Crone
- Erasmus University Rotterdam, The Netherlands; Leiden University, The Netherlands
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15
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Neural substrates of rewarding and punishing self representations in depressed suicide-attempting adolescents. J Psychiatr Res 2022; 148:204-213. [PMID: 35131589 DOI: 10.1016/j.jpsychires.2022.01.037] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/16/2021] [Revised: 10/06/2021] [Accepted: 01/13/2022] [Indexed: 11/23/2022]
Abstract
Adolescence is a period of plasticity in neural substrates underpinning self-processing. Such substrates are worth studying in depressed youth at risks for suicide because altered neurobiology of self-processing might partially explain differences between suicide attempting youth versus youth who contemplate but do not attempt suicide. Understanding altered substrates of self-processing among depressed adolescents with suicide attempts is critical for developing targeted prevention and treatment. Healthy youth (N = 40), youth with depression and low (N = 33) or high suicide ideation (N = 28), and youth with depression and past suicide attempt (N = 28) heard positive or negative self-descriptors during fMRI and evaluated them from their own, their mother's, classmates', and best friend's perspectives. Lower bilateral caudate activity during positive self-processing distinguished suicide attempting adolescents from all other youth. Higher bilateral caudate activity during negatively valenced self-processing tended to distinguish youth with depression. Blunted reward circuitry during positive vs. negative self-related material tended to distinguish suicide attempting youth, reflecting potentially enhanced behavioral preparedness for punishing vs. rewarding self-relevant cues.
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16
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Development of the neural correlates of self- and other-referential processing across adolescence. Neuroimage 2022; 252:119032. [PMID: 35218931 DOI: 10.1016/j.neuroimage.2022.119032] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2021] [Revised: 02/20/2022] [Accepted: 02/21/2022] [Indexed: 01/22/2023] Open
Abstract
During adolescence, major changes in brain mechanisms take place and differentiated representations of both the self and of others are developed. Although studies have investigated the neural mechanisms of self- and other-referential processing in adolescents, the development of these mechanisms remain largely unaddressed. Here, we report a three-year longitudinal study with annual measurements, and investigate the developmental trajectories of activity and connectivity underlying self- and other-referential processes in 34 participants from early to mid-adolescence (mean age timepoints 1, 2, 3= 12.9, 13.9, 15.0 years). Moreover, we probe whether these correlates continue to develop from mid-adolescence to young adulthood by comparing neural correlates of the adolescents at the last measurement to an independent group of 42 young adults (mean age 22 years). Participants underwent functional MRI while performing a trait judgement task in which they indicated whether an adjective described themselves, a similar or a dissimilar peer. Brain activity within the dorsal medial prefrontal cortex (dMPFC) and right temporal parietal junction (TPJ) showed a quadratic change from early to mid-adolescence, with a peak in activity at the second measurement when evaluating the self, the similar and dissimilar peer. No differential activity was observed when comparing the adolescents to young adults. Functional connectivity did not change from early to mid-adolescence, however, connectivity of the dMPFC with a posterior midline region during self- and other-referential processing relative to the control condition reduced from mid-adolescence to young adulthood. Together, these findings provide insight in the developmental trajectories of brain activity and connectivity underlying the development of the self-concept and representations of peers in adolescence.
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17
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Cosme D, Flournoy JC, Livingston JL, Lieberman MD, Dapretto M, Pfeifer JH. Testing the adolescent social reorientation model during self and other evaluation using hierarchical growth curve modeling with parcellated fMRI data. Dev Cogn Neurosci 2022; 54:101089. [PMID: 35245811 PMCID: PMC8891708 DOI: 10.1016/j.dcn.2022.101089] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2021] [Revised: 02/05/2022] [Accepted: 02/19/2022] [Indexed: 12/26/2022] Open
Abstract
Adolescence is characterized as a period when relationships and experiences shift toward peers. The social reorientation model of adolescence posits this shift is driven by neurobiological changes that increase the salience of social information related to peer integration and acceptance. Although influential, this model has rarely been subjected to tests that could falsify it, or studied in longitudinal samples assessing within-person development. We focused on two phenomena that are highly salient and dynamic during adolescence—social status and self-perception—and examined longitudinal changes in neural responses during a self/other evaluation task. We expected status-related social information to uniquely increase across adolescence in social brain regions. Despite using hierarchical growth curve modeling with parcellated whole-brain data to increase power to detect developmental effects, we didn’t find evidence in support of this hypothesis. Social brain regions showed increased responsivity across adolescence, but this trajectory was not unique to status-related information. Additionally, brain regions associated with self-focused cognition showed heightened responses during self-evaluation in the transition to mid-adolescence, especially for status-related information. These results qualify existing models of adolescent social reorientation and highlight the multifaceted changes in self and social development that could be leveraged in novel ways to support adolescent health and well-being.
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18
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Moses-Payne M, Chierchia G, Blakemore SJ. Age-related changes in the impact of valence on self-referential processing in female adolescents and young adults. COGNITIVE DEVELOPMENT 2022; 61:None. [PMID: 35125644 PMCID: PMC8791274 DOI: 10.1016/j.cogdev.2021.101128] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2021] [Revised: 08/31/2021] [Accepted: 10/18/2021] [Indexed: 11/28/2022]
Abstract
Adolescence is a period of self-concept development. In the current study, females aged 11–30 years (N = 210) completed two self-referential tasks. In a memory task, participants judged the descriptiveness of words for themselves or a familiar other and their recognition of these words was subsequently measured. In an associative-matching task, participants associated neutral shapes to either themselves or a familiar other and the accuracy of their matching judgements was measured. In the evaluative memory task, participants were more likely to remember self-judged than other-judged words and there was an age-related decrease in the size of this self-reference effect. Negative self-judgements showed a quadratic association with age, peaking around age 19. Participants were more likely to remember positive than negative words and there was an age-related increase in the magnitude of this positivity bias. In the neutral shapes task, there were no age-related changes in the self-reference effect. Overall, adolescent girls showed enhanced processing of self-relevant stimuli when it could be used to inform their self-concept and especially when it was negative. Negative self-judgements showed a quadratic association with age, peaking around age 19. Participants correctly recognized more self-judged than other-judged words and more positive than negative words. The magnitude of the self-reference effect, remembering more self- than other-judged words, showed an age-related decrease. The magnitude of the positivity bias, remembering more positive than negative words, showed an age-related increase. When stimuli were neutral shapes rather than evaluative words, there was no age-related change in the self-reference effect.
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Affiliation(s)
- M.E. Moses-Payne
- UCL Institute of Cognitive Neuroscience, London WC1N 3AZ, UK
- Corresponding author at: UCL Institute of Cognitive Neuroscience, University College London, 17-19 Queen Square, London WC1N 3AZ, UK.
| | - G. Chierchia
- UCL Institute of Cognitive Neuroscience, London WC1N 3AZ, UK
- University of Cambridge, Department of Psychology, Downing Street, Cambridge CB2 3EB, UK
| | - S.-J. Blakemore
- UCL Institute of Cognitive Neuroscience, London WC1N 3AZ, UK
- University of Cambridge, Department of Psychology, Downing Street, Cambridge CB2 3EB, UK
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19
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Abstract
Anhedonia reflects a reduced ability to engage in previously pleasurable activities and has been reported in children as young as 3 years of age. It manifests early and is a strong predictor of psychiatric disease onset and progression over the course of development and into adulthood. However, little is known about its mechanistic origins, particularly in childhood and adolescence. In this chapter, we provide a socio-cognitive model of the development of anhedonia. This model is substantiated by past literature presented in this chapter to account for how the individual trajectories of emotion knowledge, autobiographical memory, and self-concept representations contribute to the onset, persistence, and progression of anhedonia from early childhood through adolescence.
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Affiliation(s)
- Janani Prabhakar
- Section on Clinical and Computational Psychiatry, National Institute of Mental Health, Bethesda, MD, USA.
| | - Dylan M Nielson
- Section on Clinical and Computational Psychiatry, National Institute of Mental Health, Bethesda, MD, USA
- Machine Learning Team, National Institute of Mental Health, Bethesda, MD, USA
| | - Argyris Stringaris
- Division of Psychiatry and Division of Psychology and Language Sciences, University College London, London, UK
- National and Kapodistrian University Athens, Athens, Greece
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20
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Wu H, Zhao L, Guo Y, Lei W, Guo C. Neural Correlates of Academic Self-concept and the Association with Academic Achievement in Older Children. Neuroscience 2021; 482:53-63. [PMID: 34923040 DOI: 10.1016/j.neuroscience.2021.12.014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2021] [Revised: 12/09/2021] [Accepted: 12/10/2021] [Indexed: 10/19/2022]
Abstract
Academic self-concept, which can be defined as one's beliefs about their academic ability, plays an important role in students' future academic achievement. Here, we examined the neuroanatomical substrates underlying academic self-concept in 92 school-aged children (9.90 ± 0.85 years, 41 girls) using voxel-based morphometry of images obtained by structural magnetic resonance imaging. Our results revealed a significant positive correlation between academic self-concept and achievement 1 year after assessment. Whole-brain regression analyses found that gray matter volume in the right dorsolateral prefrontal cortex (DLPFC) and dorsomedial prefrontal cortex (DMPFC) was negatively associated with academic self-concept. Region of interest analyses further showed that regional gray matter volume in the right DLPFC could significantly predict achievement 1 year after assessment. Notably, mediation analyses suggested that regional gray matter volume in the right DLPFC mediated the effect of academic self-concept on students' future academic achievement.
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Affiliation(s)
- Huimin Wu
- Faculty of Psychology, Southwest University, Chongqing, China
| | - Le Zhao
- Faculty of Psychology, Beijing Normal University, Zhuhai, China
| | - Yiqun Guo
- School of Innovation and Entrepreneurship Education, Chongqing University of Posts and Telecommunications, Chongqing, China
| | - Wei Lei
- Department of Psychiatry, the Affiliated Hospital of Southwest Medical University, Luzhou, China; Laboratory of Neurological Diseases and Brain Function, the Affiliated Hospital of Southwest Medical University, Luzhou, China
| | - Cheng Guo
- Faculty of Psychology, Southwest University, Chongqing, China.
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21
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Yue C, Long Y, Ni C, Peng C, Yue T. Valence of Temporal Self-Appraisals: A Comparison Between First-Person Perspective and Third-Person Perspective. Front Psychol 2021; 12:778532. [PMID: 34858300 PMCID: PMC8631811 DOI: 10.3389/fpsyg.2021.778532] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2021] [Accepted: 10/19/2021] [Indexed: 11/13/2022] Open
Abstract
Mental time travel is one of the most remarkable achievements of mankind. On the one hand, people perceive past self, present self, and future self as a continuous unity; on the other hand, people have the ability to distinguish among the three types of temporal selves because there are different representations of them. In this study, we used an adapted temporal self-reference paradigm to explore the processing mechanism of different temporal selves. Temporal self-reference was performed from the first-person perspective in Experiment 1 and from the third-person perspective in Experiment 2. The results indicated that people showed a more positive bias toward future self compared with past self and present self no matter in the first-person perspective or third-person perspective. There was no difference in recognition rate among past self, present self, and future self. Compared with the first-person perspective, present self-processing in the third-person perspective was more abstract and generalized, which may reflect that the third-person perspective has the same distancing function as time. This study can deepen understandings on temporal self-appraisals from different perspectives.
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Affiliation(s)
- Caizhen Yue
- College of National Culture and Cognitive Science, Guizhou Minzu University, Guiyang, China
| | - Yihong Long
- College of National Culture and Cognitive Science, Guizhou Minzu University, Guiyang, China
| | - Chaomei Ni
- College of National Culture and Cognitive Science, Guizhou Minzu University, Guiyang, China
| | - Chunhua Peng
- Laboratory of Emotion and Mental Health, Chongqing University of Arts and Sciences, Chongqing, China
| | - Tong Yue
- Faculty of Psychology, Southwest University, Chongqing, China
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22
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van Drunen L, Dobbelaar S, van der Cruijsen R, van der Meulen M, Achterberg M, Wierenga LM, Crone EA. The nature of the self: Neural analyses and heritability estimates of self-evaluations in middle childhood. Hum Brain Mapp 2021; 42:5609-5625. [PMID: 34477265 PMCID: PMC8559501 DOI: 10.1002/hbm.25641] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2021] [Revised: 08/10/2021] [Accepted: 08/15/2021] [Indexed: 01/03/2023] Open
Abstract
How neural correlates of self-concept are influenced by environmental versus genetic factors is currently not fully understood. We investigated heritability estimates of behavioral and neural correlates of self-concept in middle childhood since this phase is an important time window for taking on new social roles in academic and social contexts. To do so, a validated self-concept fMRI task was applied in a twin sample of 345 participants aged between 7 and 9 years. In the self-concept condition, participants were asked to indicate whether academic and social traits applied to them whereas the control condition required trait categorization. The self-processing activation analyses (n = 234) revealed stronger medial prefrontal cortex (mPFC) activation for self than for control conditions. This effect was more pronounced for social-self than academic self-traits, whereas stronger dorsolateral prefrontal cortex (DLPFC) activation was observed for academic versus social self-evaluations. Behavioral genetic modeling (166 complete twin pairs) revealed that 25-52% of the variation in academic self-evaluations was explained by genetic factors, whereas 16-49% of the variation in social self-evaluations was explained by shared environmental factors. Neural genetic modeling (91 complete twin pairs) for variation in mPFC and anterior prefrontal cortex (PFC) activation for academic self-evaluations confirmed genetic and unique environmental influences, whereas anterior PFC activation for social self-evaluations was additionally influenced by shared environmental influences. This indicates that environmental context possibly has a larger impact on the behavioral and neural correlates of social self-concept at a young age. This is the first study demonstrating in a young twin sample that self-concept depends on both genetic and environmental factors, depending on the specific domain.
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Affiliation(s)
- Lina van Drunen
- Leiden Consortium of Individual Development (L-CID), Leiden, The Netherlands.,School of Social and Behavioral Sciences, Developmental Neuroscience in Society, Erasmus University Rotterdam, Rotterdam, The Netherlands.,Social and Behavioral Sciences, Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, The Netherlands.,Leiden Institute for Brain and Cognition (LIBC), Leiden, The Netherlands
| | - Simone Dobbelaar
- Leiden Consortium of Individual Development (L-CID), Leiden, The Netherlands.,School of Social and Behavioral Sciences, Developmental Neuroscience in Society, Erasmus University Rotterdam, Rotterdam, The Netherlands.,Social and Behavioral Sciences, Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, The Netherlands.,Leiden Institute for Brain and Cognition (LIBC), Leiden, The Netherlands
| | - Renske van der Cruijsen
- School of Social and Behavioral Sciences, Developmental Neuroscience in Society, Erasmus University Rotterdam, Rotterdam, The Netherlands.,Leiden Institute for Brain and Cognition (LIBC), Leiden, The Netherlands
| | - Mara van der Meulen
- Leiden Consortium of Individual Development (L-CID), Leiden, The Netherlands.,Social and Behavioral Sciences, Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, The Netherlands.,Leiden Institute for Brain and Cognition (LIBC), Leiden, The Netherlands
| | - Michelle Achterberg
- Leiden Consortium of Individual Development (L-CID), Leiden, The Netherlands.,School of Social and Behavioral Sciences, Developmental Neuroscience in Society, Erasmus University Rotterdam, Rotterdam, The Netherlands.,Leiden Institute for Brain and Cognition (LIBC), Leiden, The Netherlands
| | - Lara M Wierenga
- Leiden Consortium of Individual Development (L-CID), Leiden, The Netherlands.,Social and Behavioral Sciences, Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, The Netherlands.,Leiden Institute for Brain and Cognition (LIBC), Leiden, The Netherlands
| | - Eveline A Crone
- Leiden Consortium of Individual Development (L-CID), Leiden, The Netherlands.,School of Social and Behavioral Sciences, Developmental Neuroscience in Society, Erasmus University Rotterdam, Rotterdam, The Netherlands.,Leiden Institute for Brain and Cognition (LIBC), Leiden, The Netherlands
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23
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Van de Groep IH, Bos MGN, Jansen LMC, Achterberg M, Popma A, Crone EA. Overlapping and distinct neural correlates of self-evaluations and self-regulation from the perspective of self and others. Neuropsychologia 2021; 161:108000. [PMID: 34419488 DOI: 10.1016/j.neuropsychologia.2021.108000] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2020] [Revised: 07/26/2021] [Accepted: 08/17/2021] [Indexed: 01/18/2023]
Abstract
Prior research has implicated the medial and lateral prefrontal cortex (PFC) in processing evaluations from the perspective of self (self-traits) and evaluations from others (peer feedback), suggesting that these areas form a neural substrate that serves an intertwined function in monitoring self in relation to others. To test this possibility, we examined neural activation overlap in medial and lateral PFC after processing self- and other-informed evaluations. Young adults (age range 18-30-yrs, n = 40) performed two fMRI tasks. The self-concept task involved rating whether positive and negative traits described themselves. The Social Network Aggression Task involved processing positive, neutral or negative feedback from others, with the possibility to retaliate by blasting a loud noise following feedback. The results show that rating positive self traits and receiving positive peer feedback was associated with increased activity in an overlapping region in medial PFC. There were no significant correlations on a behavioral level and medial PFC activity for self-versus-other evaluations. The study further replicated the finding from previous research showing that higher activity in dorsolateral PFC (dlPFC) when receiving negative social feedback was associated with reduced noise blast aggression. Finally, during retaliatory responses after receiving positive feedback, participants showed increased activity in the dlPFC. Together these findings suggest that medial PFC is more strongly involved in protecting positive self-views from both internal (self traits) and external (peer feedback) points of view, whereas dlPFC is more strongly involved in regulating retaliatory responses following social rejection, and actively inhibiting aggressive behavior after receiving positive peer feedback.
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Affiliation(s)
- Ilse H Van de Groep
- Erasmus School of Social and Behavioral Sciences, Erasmus University Rotterdam, the Netherlands; Leiden Institute for Brain and Cognition, Leiden University, the Netherlands; Department of Child and Adolescent Psychiatry, Amsterdam University Medical Center, Amsterdam, the Netherlands.
| | - Marieke G N Bos
- Leiden Institute for Brain and Cognition, Leiden University, the Netherlands; Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, the Netherlands
| | - Lucres M C Jansen
- Department of Child and Adolescent Psychiatry, Amsterdam University Medical Center, Amsterdam, the Netherlands
| | - Michelle Achterberg
- Erasmus School of Social and Behavioral Sciences, Erasmus University Rotterdam, the Netherlands; Leiden Institute for Brain and Cognition, Leiden University, the Netherlands; Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, the Netherlands
| | - Arne Popma
- Department of Child and Adolescent Psychiatry, Amsterdam University Medical Center, Amsterdam, the Netherlands
| | - Eveline A Crone
- Erasmus School of Social and Behavioral Sciences, Erasmus University Rotterdam, the Netherlands; Leiden Institute for Brain and Cognition, Leiden University, the Netherlands
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24
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Better self-concept, better future choices? Behavioral and neural changes after a naturalistic self-concept training program for adolescents. COGNITIVE AFFECTIVE & BEHAVIORAL NEUROSCIENCE 2021; 22:341-361. [PMID: 34570336 PMCID: PMC8475836 DOI: 10.3758/s13415-021-00946-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Accepted: 08/19/2021] [Indexed: 01/07/2023]
Abstract
A large number of adolescents experience difficulty when choosing a suitable higher education program that matches their self-views. Stimulating self-concept development could help adolescents to increase their chances of finding a suitable major. We addressed this issue by examining the effects of a naturalistic self-concept training within a gap year context on behavioral and neural correlates of self-evaluations, as well as the long-term effects for future educational decision-making. In total, 38 adolescents/young adults (ages 16-24 years) participated in a 4-wave longitudinal study, with lab visits before, during, and after the training, including behavioral assessments and fMRI. During fMRI-scanning, they rated themselves on positive and negative traits in academic, (pro)social, and physical domains, and additionally filled out questionnaires related to self-esteem and self-concept clarity. Results showed that the positivity of domain-specific self-evaluations, self-esteem, and self-concept clarity increased during the training. Second, participants with lower medial PFC activity during self-evaluation before training showed larger self-esteem increases over the year. Moreover, mPFC activity increased after training for the evaluation of positive but not negative traits. Furthermore, individual differences in the rate of change (slope) in self-concept clarity and social self-evaluations positively predicted social adjustment to college and academic performance 6 months after training. Together, these findings suggest that self-concept can be modulated in late adolescents, with an important role of the medial PFC in relation to enhanced positive self-evaluations, and self-concept clarity as a predictor of future educational outcomes.
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25
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Yue C, Long Y, Yang Z, Xiao Q, Pan W. The Influence of Actual Appraisals of Peers on the Self-Appraisals of Personality Traits for Chinese Late Adolescents: The Mediating Effect of Reflected Appraisals. Front Psychol 2021; 12:687482. [PMID: 34512445 PMCID: PMC8427191 DOI: 10.3389/fpsyg.2021.687482] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2021] [Accepted: 07/19/2021] [Indexed: 11/13/2022] Open
Abstract
Reflected appraisals refer to the perceptions of individuals of how they are perceived by others. Numerous studies in cultural psychology have revealed that individuals in the Eastern collectivist culture show an interdependent self-construal, which depends much on the social culture. Hence, the research on reflected appraisals in the Eastern culture can improve the understanding of how the social environment shapes the self-perception of an individual. In this study, we aimed to explore the relationships among self-appraisals, reflected appraisals, and actual appraisals of peers of the Big Five personality for Chinese late adolescents. Participants were divided into 16 groups, with two to four people of each group who were familiar with each other. Each participant was told to fill out the questionnaires of reflected appraisals, actual appraisals of peers, and self-appraisals. Through analyzing 164 sets of data, the results showed the following: (a) The scores of reflected appraisals are significantly lower than that of the actual appraisals of peers. (b) The relationships among the reflected appraisals, actual appraisals of peers, and self-appraisals are distinct on different personalities. For extroversion, there are significant medium- to high-degree relationships among the three types of appraisals; while for the agreeableness, conscientiousness, emotional stability, and openness, self-appraisals are highly correlated with reflected appraisals, and reflected appraisals show a low-degree correlation with the actual appraisals of peers. (c) Reflected appraisals play a mediating role between actual appraisals of peers and self-appraisals. Our study suggests that individuals in Chinese culture generally underestimate how their peers perceive them. Furthermore, actual appraisals of peers affect the self-concepts of individuals through reflected appraisals. This study revealed the unique personality feature of self-modesty under the background of Chinese culture and the importance of peers on the development of self-concepts for Chinese late adolescents. This study can shed new light on the understanding of the development of self-concepts for late adolescents under different cultural backgrounds.
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Affiliation(s)
- Caizhen Yue
- College of National Culture and Cognitive Science, Guizhou Minzu University, Guiyang, China
| | - Yihong Long
- College of National Culture and Cognitive Science, Guizhou Minzu University, Guiyang, China
| | - Zhiwen Yang
- College of National Culture and Cognitive Science, Guizhou Minzu University, Guiyang, China
| | - Qianguo Xiao
- Laboratory of Emotion and Mental Health, Chongqing University of Arts and Sciences, Chongqing, China
| | - Weigang Pan
- Laboratory of Emotion and Mental Health, Chongqing University of Arts and Sciences, Chongqing, China
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Pfeifer JH, Allen NB. Puberty Initiates Cascading Relationships Between Neurodevelopmental, Social, and Internalizing Processes Across Adolescence. Biol Psychiatry 2021; 89:99-108. [PMID: 33334434 PMCID: PMC8494463 DOI: 10.1016/j.biopsych.2020.09.002] [Citation(s) in RCA: 136] [Impact Index Per Article: 45.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/30/2020] [Revised: 08/10/2020] [Accepted: 09/02/2020] [Indexed: 12/21/2022]
Abstract
Adolescence is a period of dramatic developmental transitions-from puberty-related changes in hormones, bodies, and brains to an increasingly complex social world. The concurrent increase in the onset of many mental disorders has prompted the search for key developmental processes that drive changes in risk for psychopathology during this period of life. Hormonal surges and consequent physical maturation linked to pubertal development in adolescence are thought to affect multiple aspects of brain development, social cognition, and peer relations, each of which have also demonstrated associations with risk for mood and anxiety disorders. These puberty-related effects may combine with other nonpubertal influences on brain maturation to transform adolescents' social perception and experiences, which in turn continue to shape both mental health and brain development through transactional processes. In this review, we focus on pubertal, neural, and social changes across the duration of adolescence that are known or thought to be related to adolescent-emergent disorders, specifically depression, anxiety, and deliberate self-harm (nonsuicidal self-injury). We propose a theoretical model in which social processes (both social cognition and peer relations) are critical to understanding the way in which pubertal development drives neural and psychological changes that produce potential mental health vulnerabilities, particularly (but not exclusively) in adolescent girls.
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Chen X, Huang Y, Xiao M, Luo YJ, Liu Y, Song S, Gao X, Chen H. Self and the brain: Self-concept mediates the effect of resting-state brain activity and connectivity on self-esteem in school-aged children. PERSONALITY AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.paid.2020.110287] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Becht AI, Klapwijk ET, Wierenga LM, van der Cruijsen R, Spaans J, van der Aar L, Peters S, Branje S, Meeus W, Crone EA. Longitudinal associations between structural prefrontal cortex and nucleus accumbens development and daily identity formation processes across adolescence. Dev Cogn Neurosci 2020; 46:100880. [PMID: 33202352 PMCID: PMC7677671 DOI: 10.1016/j.dcn.2020.100880] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2020] [Revised: 11/05/2020] [Accepted: 11/06/2020] [Indexed: 11/28/2022] Open
Abstract
We tested whether adolescents with daily high identity uncertainty showed differential structural brain development across adolescence and young adulthood. Participants (N = 150, MageT1 15.92 years) were followed across three waves, covering 4 years. Self-reported daily educational identity and structural brain data of lateral prefrontal cortex (lPFC)/anterior cingulate cortex (ACC), medial PFC, and nucleus accumbens (NAcc) was collected across three waves. All hypotheses were pre-registered. Latent class growth analyses confirmed 2 identity subgroups: an identity synthesis class (characterized by strong commitments, and low uncertainty), and an identity moratorium class (high daily identity uncertainty). Latent growth curve models revealed, on average, delayed maturation of the lateral PFC/ACC and medial PFC and stable NAcc. Yet, adolescents in identity moratorium showed lower levels and less decline in NAcc gray matter volume. Lateral PFC/ACC and medial PFC trajectories did not differ between identity subgroups. Exploratory analyses revealed that adolescents with higher baseline levels and delayed maturation of lateral PFC/ACC and medial PFC gray matter volume, surface area, and cortical thickness reported higher baseline levels and stronger increases of in-depth exploration. These results provide insight into how individual differences in brain development relate to fluctuations in educational identity development across adolescence and young adulthood.
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Affiliation(s)
- Andrik I Becht
- Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, The Netherlands; Research Center Adolescent Development, Utrecht University, The Netherlands; Brain and Development Research Center, Leiden University, The Netherlands.
| | - Eduard T Klapwijk
- Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, The Netherlands; Brain and Development Research Center, Leiden University, The Netherlands
| | - Lara M Wierenga
- Brain and Development Research Center, Leiden University, The Netherlands
| | - Renske van der Cruijsen
- Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, The Netherlands
| | - Jochem Spaans
- Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, The Netherlands
| | - Laura van der Aar
- Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, The Netherlands
| | - Sabine Peters
- Brain and Development Research Center, Leiden University, The Netherlands
| | - Susan Branje
- Research Center Adolescent Development, Utrecht University, The Netherlands
| | - Wim Meeus
- Research Center Adolescent Development, Utrecht University, The Netherlands
| | - Eveline A Crone
- Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, The Netherlands; Brain and Development Research Center, Leiden University, The Netherlands
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Hsin MC, Lin CY, Li HY, Lin SY. Students' conceptions of health: A cross educational stage survey. Heliyon 2020; 6:e05383. [PMID: 33195839 PMCID: PMC7642835 DOI: 10.1016/j.heliyon.2020.e05383] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2020] [Revised: 09/25/2020] [Accepted: 10/27/2020] [Indexed: 11/19/2022] Open
Abstract
The purpose of the study was to reveal participants' health concepts via a cross- sectional survey examining students at different educational stages. Four dimensions of health are integrated within an overall health concept, as drawn from relevant literature: the physical, mental, social, and cultural dimensions. An open questionnaire was administered to 551 students in three educational stages in Taiwan: junior high (13 ± 0.6yrs), senior high (16 ± 0.6yrs), and college (19 ± 0.6yrs). The results indicated that the total participants' major health concerns were situated within the physical dimension, followed by the social and mental dimensions. No participants mentioned a cultural dimension of health. Senior high school students were relatively more concerned with the mental rather than the physical dimension when compared to responses from the other two stages. Moreover, a gender difference was found in that female participants were more concerned with physical aspects while male participants focused more on the social dimension. Different concerns were obvious across the three educational stages; accordingly, an educational approach was suggested to address these findings.
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Affiliation(s)
- Ming-Chin Hsin
- Office of Institutional Research, National Taipei University of Business, Taipei City, Taiwan
| | - Chen-Yung Lin
- Graduate Institute of Science Education, National Taiwan Normal University, Taipei, Taiwan
| | - Hsing-Yin Li
- Graduate Institute of Science Education, National Taiwan Normal University, Taipei, Taiwan
| | - Show-Yu Lin
- Centre for General Education, Aletheia University, Taipei, Taiwan
- Corresponding author.
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van Buuren M, Walsh RJ, Sijtsma H, Hollarek M, Lee NC, Bos PA, Krabbendam L. Neural correlates of self- and other-referential processing in young adolescents and the effects of testosterone and peer similarity. Neuroimage 2020; 219:117060. [DOI: 10.1016/j.neuroimage.2020.117060] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2020] [Revised: 05/24/2020] [Accepted: 06/12/2020] [Indexed: 10/24/2022] Open
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Silva CS, Martins AC, Calheiros MM. ‘Why do I think what I think I am?’: Mothers’ and fathers’ contributions to adolescents’ self-representations. SELF AND IDENTITY 2020. [DOI: 10.1080/15298868.2020.1792338] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Carla Sofia Silva
- CICPSI, Faculdade de Psicologia, Universidade de Lisboa, Lisboa, Portugal
- Instituto Universitário de Lisboa (ISCTE-IUL), CIS-IUL, Lisboa, Portugal
| | | | - Maria Manuela Calheiros
- CICPSI, Faculdade de Psicologia, Universidade de Lisboa, Lisboa, Portugal
- Instituto Universitário de Lisboa (ISCTE-IUL), CIS-IUL, Lisboa, Portugal
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Luo L, Zhang Q, Wang J, Lin Q, Zhao B, Xu M, Langley C, Li H, Gao S. The baby schema effect in adolescence and its difference from that in adulthood. J Exp Child Psychol 2020; 198:104908. [PMID: 32600740 DOI: 10.1016/j.jecp.2020.104908] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/26/2019] [Revised: 05/12/2020] [Accepted: 05/13/2020] [Indexed: 01/10/2023]
Abstract
The baby schema effect induced by particular features of baby faces acts as an innate releasing mechanism that evokes positive emotions and instinctual behavioral responses. Our prior research in adults has revealed that this effect initially found in infancy extends into child faces. Adolescence is an important period involving development in various aspects of cognition, including face perception. Here, we investigated whether the extended baby schema effect we previously found in adult observers develops earlier-in adolescence-and how different it appears in adolescents as compared with in adults. In the current study, 76 adolescents and 77 adults were asked to judge the likeability of 148 neutral faces of infants and children (0.08-6.5 years of age) on 7-point scales. Results showed that both adolescents and adults perceived the faces of both infants and children younger than 4.6 years as more likeable relative to those of older children, indicating that the baby schema effect previously found in adulthood also occurs in adolescence. However, adolescents rated lower than adults toward the infant and child faces across all face ages, suggesting that this effect might be under development in adolescence. Overall, our findings provide new evidence for the development of face perception in adolescence and demonstrate age-related changes in innate releasing mechanisms in our protective and caretaking responses toward infants and children.
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Affiliation(s)
- Lizhu Luo
- The Clinical Hospital of Chengdu Brain Science Institute, MOE Key Laboratory for Neuroinformation, University of Electronic Science and Technology of China, Chengdu 611731, People's Republic of China
| | - Qiang Zhang
- Department of Obstetrics and Gynecology, Chengdu Women's and Children's Central Hospital, Chengdu 610091, People's Republic of China
| | - Jiaojian Wang
- The Clinical Hospital of Chengdu Brain Science Institute, MOE Key Laboratory for Neuroinformation, University of Electronic Science and Technology of China, Chengdu 611731, People's Republic of China
| | - Qiyuan Lin
- The Clinical Hospital of Chengdu Brain Science Institute, MOE Key Laboratory for Neuroinformation, University of Electronic Science and Technology of China, Chengdu 611731, People's Republic of China
| | - Bingmei Zhao
- The Clinical Hospital of Chengdu Brain Science Institute, MOE Key Laboratory for Neuroinformation, University of Electronic Science and Technology of China, Chengdu 611731, People's Republic of China
| | - Min Xu
- The Clinical Hospital of Chengdu Brain Science Institute, MOE Key Laboratory for Neuroinformation, University of Electronic Science and Technology of China, Chengdu 611731, People's Republic of China
| | - Christelle Langley
- Department of Psychiatry, University of Cambridge, Cambridge CB2 0SZ, UK
| | - Hong Li
- Institute for Brain and Psychological Sciences, Sichuan Normal University, Chengdu 610068, People's Republic of China.
| | - Shan Gao
- The Clinical Hospital of Chengdu Brain Science Institute, MOE Key Laboratory for Neuroinformation, University of Electronic Science and Technology of China, Chengdu 611731, People's Republic of China; School of Foreign Languages, University of Electronic Science and Technology of China, Chengdu 611731, People's Republic of China.
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“Who Am I” and “How Should I Be”: a Systematic Review on Self-Concept and Avatar Identification in Gaming Disorder. CURRENT ADDICTION REPORTS 2020. [DOI: 10.1007/s40429-020-00307-x] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Abstract
Abstract
Purpose of Review
Gaming disorder (GD) appears to be associated with self-concept deficits and increased identification with one’s avatar. The goal of this literature review is to highlight study findings assessing psychological and neurobiological correlates of self-concept-related characteristics and avatar identification in GD.
Recent Findings
The review was based on three literature researches on GD: (1) self-esteem, (2) emotional, social, and academic self-concept domains and avatar identification, and (3) neurobiological correlates of self-concept and avatar identification. The results indicate that GD is associated with decreased self-esteem as well as deficits in physical, social, and emotional self-concept domains. A relatively stable relationship between higher avatar identification and GD was reported in addicted gamers. Furthermore, addicted gamers showed increased activation of brain regions associated with Theory-of-Mind processing while contemplating their own avatar.
Summary
The results point towards impairments in self-concept and increased identification with the virtual gaming character in addicted gamers. This virtual compensation fosters the formation of an idealized self-concept, which grows increasingly distant from their own self-image. Thus, additional empirically based psychological interventions should focus on the development of a realistic self-image by reducing the dysfunctional discrepancy between the ideal self and the real self.
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Barendse MEA, Cosme D, Flournoy JC, Vijayakumar N, Cheng TW, Allen NB, Pfeifer JH. Neural correlates of self-evaluation in relation to age and pubertal development in early adolescent girls. Dev Cogn Neurosci 2020; 44:100799. [PMID: 32479376 PMCID: PMC7260676 DOI: 10.1016/j.dcn.2020.100799] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/19/2019] [Revised: 04/13/2020] [Accepted: 05/15/2020] [Indexed: 12/26/2022] Open
Abstract
Self-evaluation of social traits by adolescent girls elicited activation in midline brain regions. Age and pubertal development were not related to neural activation during self-evaluation. Higher vmPFC and pgACC activation were related to a higher probability of endorsing negative traits. Higher activation in those regions was also related to a lower probability of endorsing positive traits.
Early adolescence is marked by puberty, and is also a time of flux in self-perception. However, there is limited research on the neural correlates of self-evaluation in relation to pubertal development. The current study examined relationships between neural activation during self-evaluation of social traits and maturation (age and pubertal development) in a community sample of female adolescents. Participants (N = 143; age M = 11.65, range = 10.0–13.0) completed a functional MRI task in which they judged the self-descriptiveness of adjectives for prosocial, antisocial and social status-related traits. Pubertal development was based on self-report, and was also examined using morning salivary testosterone, dehydroepiandrosterone, and estradiol. Contrary to preregistered hypotheses, neither age nor pubertal development were related to neural activation during self-evaluation. We further examined whether activation in two regions-of-interest, the ventromedial prefrontal cortex (vmPFC) and perigenual anterior cingulate (pgACC), was associated with trial-level self-evaluative behavior. In line with preregistered hypotheses, higher vmPFC and pgACC activation during self-evaluation were both associated with a higher probability of endorsing negative adjectives, and a lower probability of endorsing positive adjectives. Future studies should examine neural trajectories of self-evaluation longitudinally, and investigate the predictive value of the neural correlates of self-evaluation for adolescent mental health.
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Affiliation(s)
| | - Danielle Cosme
- Department of Psychology, University of Oregon, Eugene, OR, USA
| | - John C Flournoy
- Department of Psychology, University of Oregon, Eugene, OR, USA; Department of Psychology, Harvard University, Cambridge, MA, USA
| | - Nandita Vijayakumar
- Department of Psychology, University of Oregon, Eugene, OR, USA; School of Psychology, Deakin University, Burwood, VIC, Australia
| | - Theresa W Cheng
- Department of Psychology, University of Oregon, Eugene, OR, USA
| | - Nicholas B Allen
- Department of Psychology, University of Oregon, Eugene, OR, USA; Melbourne School of Psychological Sciences, The University of Melbourne, Parkville, VIC, Australia
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Van der Cruijsen R, Buisman R, Green K, Peters S, Crone EA. Neural responses for evaluating self and mother traits in adolescence depend on mother-adolescent relationships. Soc Cogn Affect Neurosci 2020; 14:481-492. [PMID: 30946459 PMCID: PMC6570819 DOI: 10.1093/scan/nsz023] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2018] [Revised: 01/31/2019] [Accepted: 04/01/2019] [Indexed: 12/13/2022] Open
Abstract
An important task in adolescence is to achieve autonomy while preserving a positive relationship with parents. Previous fMRI studies showed largely overlapping activation in medial prefrontal cortex (mPFC) for evaluating self and close-other traits but separable activation for self and non-close other. Possibly, more similar mPFC activation reflects closeness or warmth in relationships. We investigated neural indicators of the mother–adolescent relationship in adolescents between 11 and 21 years (N = 143). Mother–adolescent relationship was measured using (i) mothers’ and adolescents’ trait evaluations about each other, (ii) observations of warmth, negativity and emotional support in mother–adolescent conversation and (iii) similarity in adolescents’ neural activation for evaluating self vs mother traits. Results showed relatively more similar mPFC activation in adolescents who evaluated their mothers’ traits more positively, suggesting that this is possibly a neural indicator of mother–adolescent relationship quality. Furthermore, mid-adolescence was characterized by more negative mother–adolescent interaction compared to early and late adolescence. This effect co-occurred with mid-adolescent peaks in dorsal striatum, dorsal anterior cingulate cortex and superior temporal sulcus activation in evaluating traits of self vs mother. These results suggest more negative relationships and stronger self-focus in mid-adolescence.
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Affiliation(s)
- Renske Van der Cruijsen
- Department of Developmental Psychology, Leiden University, Leiden AK, the Netherlands.,Institute for Brain and Cognition, Leiden University, Leiden AK, the Netherlands
| | - Renate Buisman
- Forensic Family Science and Youth Care Studies, Leiden University, Leiden AK, the Netherlands
| | - Kayla Green
- Department of Developmental Psychology, Leiden University, Leiden AK, the Netherlands
| | - Sabine Peters
- Department of Developmental Psychology, Leiden University, Leiden AK, the Netherlands.,Institute for Brain and Cognition, Leiden University, Leiden AK, the Netherlands
| | - Eveline A Crone
- Department of Developmental Psychology, Leiden University, Leiden AK, the Netherlands.,Institute for Brain and Cognition, Leiden University, Leiden AK, the Netherlands
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Abstract
Research has demonstrated that adolescence is an important time for self- and other-oriented development that underlies many skills vital for becoming a contributing member of society with healthy intergroup relations. It is often assumed that these two processes, thinking about self and thinking about others, are pitted against each other when adolescents engage in social decision making such as giving or sharing. Recent evidence from social neuroscience, however, does not support this notion of conflicting motives, suggesting instead that thinking about self and others relies on a common network of social-affective brain regions, with the medial prefrontal cortex playing a central role in the integration of perspectives related to self and others. Here, we argue that self- and other-oriented thinking are intertwined processes that rely on an overlapping neural network. Adolescents’ motivation to contribute to society can be fostered most when self- and other-oriented motives align.
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Affiliation(s)
- Eveline A. Crone
- Department of Developmental Psychology, Leiden University, 2311 EZ Leiden, The Netherlands
| | - Andrew J. Fuligni
- Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, California 90024, USA
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Golde S, Romund L, Lorenz RC, Pelz P, Gleich T, Beck A, Raufelder D. Loneliness and Adolescents' Neural Processing of Self, Friends, and Teachers: Consequences for the School Self-Concept. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2019; 29:938-952. [PMID: 30019816 DOI: 10.1111/jora.12433] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
The present interdisciplinary study explored whether perceived loneliness is associated with ventromedial prefrontal cortex (vMPFC) activation during self- and social judgments (friends and teachers) in adolescents. Moreover, we examined how vMPFC activity is related to the academic self-concept (ASC). Results of manifest path analysis indicated that high perceived loneliness was related to lower neural response to self-judgments. In turn, high neural response to self-judgments was positively associated with the ASC, whereas there was a trendwise negative association between high neural response to teacher-related judgments and ASC. This study reveals associations between perceived loneliness and neural processing of the self, underlining the idea that feeling isolated from others may hinder self-insight and, by extension, the formation of a stable academic self-concept.
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Affiliation(s)
- Sabrina Golde
- Charité - Corporate Member of Freie Universität Berlin, Humboldt-Universität zu Berlin
- Berlin Institute of Health
| | - Lydia Romund
- Charité - Corporate Member of Freie Universität Berlin, Humboldt-Universität zu Berlin
- Berlin Institute of Health
| | | | - Patricia Pelz
- Charité - Corporate Member of Freie Universität Berlin, Humboldt-Universität zu Berlin
- Berlin Institute of Health
| | - Tobias Gleich
- Charité - Corporate Member of Freie Universität Berlin, Humboldt-Universität zu Berlin
- Berlin Institute of Health
| | - Anne Beck
- Charité - Corporate Member of Freie Universität Berlin, Humboldt-Universität zu Berlin
- Berlin Institute of Health
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Ke T, Wu J, Willner CJ, Brown Z, Banz B, Van Noordt S, Waters AC, Crowley MJ. The glass is half empty: Negative self-appraisal bias and attenuated neural response to positive self-judgment in adolescence. Soc Neurosci 2019; 15:140-157. [PMID: 31760856 DOI: 10.1080/17470919.2019.1697744] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
Abstract
Substantial changes in cognitive-affective self-referential processing occur during adolescence. We studied the behavioral and ERP correlates of self-evaluation in healthy male and female adolescents aged 12-17 (N = 109). Participants completed assessments of depression symptoms and puberty as well as a self-referential encoding task while 128-channel high-density EEG data were collected. Depression symptom severity was associated with increased endorsement of negative words and longer reaction times. In an extreme group analysis, a negative appraisal-bias subsample (n = 28) displayed decreased frontal P2 amplitudes to both positive and negative word stimuli, reflecting reduced early attentional processing and emotional salience. Compared to the positive appraisal-bias subsample (n = 27), the negative appraisal-bias subsample showed reduced LPP to positive words but not negative words, suggesting attenuated sustained processing of positive self-relevant stimuli. Findings are discussed in terms of neural processes associated with ERPs during negative versus positive self-appraisal bias, and developmental implications.
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Affiliation(s)
- Tianyuan Ke
- Yale Child Study Center, Yale University School of Medicine, New Haven, CT, USA.,Psychology and Language Science, University College London, London, UK
| | - Jia Wu
- Yale Child Study Center, Yale University School of Medicine, New Haven, CT, USA
| | - Cynthia J Willner
- Yale Center for Emotional Intelligence, Yale Child Study Center, New Haven, CT, USA
| | | | - Barbara Banz
- Yale Center for Emotional Intelligence, Yale Child Study Center, New Haven, CT, USA
| | - Stefon Van Noordt
- Yale Child Study Center, Yale University School of Medicine, New Haven, CT, USA
| | - Allison C Waters
- Icahn School of Medicine at Mount Sinai, Department of Psychiatry, Department of Neuroscience, New York, NY, USA
| | - Michael J Crowley
- Yale Child Study Center, Yale University School of Medicine, New Haven, CT, USA
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van der Aar LPE, Peters S, van der Cruijsen R, Crone EA. The neural correlates of academic self-concept in adolescence and the relation to making future-oriented academic choices. Trends Neurosci Educ 2019; 15:10-17. [PMID: 31176467 DOI: 10.1016/j.tine.2019.02.003] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2018] [Revised: 02/22/2019] [Accepted: 02/27/2019] [Indexed: 11/17/2022]
Abstract
This study examined the role of brain regions involved in academic self-evaluation in relation to problems with study orientation. For this purpose, 48 participants between ages 14-20 years evaluated themselves on academic traits sentences in an fMRI session. In addition, participants completed an orientation to study choice questionnaire, evaluated the importance of academic traits, and completed a reading and shortened IQ test as an index of cognitive performance. Behavioral results showed that academic self-evaluations were a more important predictor for problems with study orientation compared to subjective academic importance or academic performance. On a neural level, we found that individual differences in the positivity of academic self-evaluations were reflected in increased precuneus activity. Moreover, precuneus activity mediated the relation between academic self positivity and problems with study orientation. Together, these findings support the importance of studying academic self-concept and its neural correlates in the educational decision-making process.
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Affiliation(s)
- L P E van der Aar
- Department of Developmental Psychology, Leiden University, the Netherlands.
| | - S Peters
- Department of Developmental Psychology, Leiden University, the Netherlands.
| | - R van der Cruijsen
- Department of Developmental Psychology, Leiden University, the Netherlands.
| | - E A Crone
- Department of Developmental Psychology, Leiden University, the Netherlands.
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Van der Cruijsen R, Peters S, Zoetendaal KPM, Pfeifer JH, Crone EA. Direct and reflected self-concept show increasing similarity across adolescence: A functional neuroimaging study. Neuropsychologia 2019; 129:407-417. [PMID: 31075284 PMCID: PMC7500182 DOI: 10.1016/j.neuropsychologia.2019.05.001] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2018] [Revised: 03/15/2019] [Accepted: 05/01/2019] [Indexed: 11/18/2022]
Abstract
In adolescence, the perceived opinions of others are important in the construction of one’s self-concept. Previous studies found involvement of medial Prefrontal Cortex (mPFC) and temporal-parietal junction (TPJ) in direct (own perspective) and reflected (perceived perspective of others) self-evaluations, but no studies to date examined differences in these processes across adolescence. In this study, 150 adolescents between 11 and 21 years old evaluated their traits from their own perspective and from the perceived perspective of peers in a fMRI session. Results showed overlapping behavioural and neural measures for direct and reflected self-evaluations, in mPFC, precuneus and right TPJ. The difference in behavioural ratings declined with age, and this pattern was mirrored by activity in the mPFC, showing a diminishing difference in activation for direct > reflected self-evaluations with increasing age. Right TPJ was engaged more strongly for reflected > direct evaluations in adolescents who were less positive about themselves, and those who showed who showed less item-by-item agreement between direct and reflected self-evaluations. Together, the results suggest that the internalization of others’ opinions in constructing a self-concept occurs on both the behavioural and neural levels across adolescence, which may aid in developing a stable self-concept.
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Affiliation(s)
- Renske Van der Cruijsen
- Department of Developmental Psychology, Leiden University, the Netherlands; Leiden Institute for Brain and Cognition, the Netherlands.
| | - Sabine Peters
- Department of Developmental Psychology, Leiden University, the Netherlands; Leiden Institute for Brain and Cognition, the Netherlands
| | - Kelly P M Zoetendaal
- Department of Developmental Psychology, Leiden University, the Netherlands; Leiden Institute for Brain and Cognition, the Netherlands
| | | | - Eveline A Crone
- Department of Developmental Psychology, Leiden University, the Netherlands; Leiden Institute for Brain and Cognition, the Netherlands
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van der Aar L, Peters S, Crone E. The development of self-views across adolescence: Investigating self-descriptions with and without social comparison using a novel experimental paradigm. COGNITIVE DEVELOPMENT 2018. [DOI: 10.1016/j.cogdev.2018.10.001] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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