Culturing the adolescent brain: what can neuroscience learn from anthropology?

Disorders of puberty and neurodevelopment: A shared etiology?

The neuroendocrine control of puberty and reproduction is fascinatingly complex, with up- and down-regulation of key reproductive hormones during fetal, infantile, and later childhood periods that determine the correct function of the hypothalamic-pituitary-gonadal axis and the timing of puberty. Neuronal development is a vital element of these processes, and multiple conditions of disordered puberty and reproduction have their etiology in abnormal neuronal migration or function. Although there are numerous documented cases across multiple conditions wherein patients have both neurodevelopmental disorders and pubertal abnormalities, this has mostly been described ad hoc and the associations are not clearly documented. In this review, we aim to describe the overlap between these two groups of conditions and to increase awareness to ensure that puberty and reproductive function are carefully monitored in patients with neurodevelopmental conditions, and vice versa. Moreover, this commonality can be explored for clues about the disease mechanisms in these patient groups and provide new avenues for therapeutic interventions for affected individuals.

Experience-dependent neurodevelopment of self-regulation in adolescence

Adolescence is a period of rapid biobehavioral change, characterized in part by increased neural maturation and sensitivity to one's environment. In this review, we aim to demonstrate that self-regulation skills are tuned by adolescents' social, cultural, and socioeconomic contexts. We discuss adjacent literatures that demonstrate the importance of experience-dependent learning for adolescent development: environmental contextual influences and training paradigms that aim to improve regulation skills. We first highlight changes in prominent limbic and cortical regions-like the amygdala and medial prefrontal cortex-as well as structural and functional connectivity between these areas that are associated with adolescents' regulation skills. Next, we consider how puberty, the hallmark developmental milestone in adolescence, helps instantiate these biobehavioral adaptations. We then survey the existing literature demonstrating the ways in which cultural, socioeconomic, and interpersonal contexts drive behavioral and neural adaptation for self-regulation. Finally, we highlight promising results from regulation training paradigms that suggest training may be especially efficacious for adolescent samples. In our conclusion, we highlight some exciting frontiers in human self-regulation research as well as recommendations for improving the methodological implementation of developmental neuroimaging studies and training paradigms.

Concern for mianzi: Relations with adjustment in rural and urban Chinese adolescents

The present study examined relations between concern for mianzi, or the social perception of one's prestige and standing in the group, and adjustment in Chinese adolescents. Participants were seventh- and ninth-grade students in rural and urban regions of China (n = 794, Mage  = 14 years). Data were obtained from multiple sources including peer assessments, teacher ratings, self-reports, and school records. The results showed that concern for mianzi was associated with social competence, leadership, academic achievement, as well as aggression and mixed peer relationships in rural adolescents. In contrast, concern for mianzi was associated with comprehensive social, school, and psychological adjustment problems in urban adolescents. The results indicate the role of context in shaping the relations between adolescents' concern for mianzi and adjustment.

Competitiveness, country economic inequality and adolescent well-being: Analysis of 60 countries

INTRODUCTION

Competitiveness might impact on adolescent well-being considering the social salience distinct from the other age groups. However, there is only sizable research on competitiveness and well-being. Also, most previous studies did not distinguish between individual-level and country-level competitiveness and lacked consideration of contextual effects such as country inequality.

METHODS

Using cross-sectional data from the Program for International Student Assessment (PISA), we analyzed individual- and country-level competitiveness and its interaction with country inequality in relation to well-being (life satisfaction and purpose of life) in approximately 350,000 adolescents from 60 countries. Competitiveness and well-being were assessed via questionnaires. The Gini index retrieved from the World Bank was used for country inequality. A multilevel model was applied.

RESULTS

Individual-level competitiveness was positively associated with both life satisfaction (β = 0.087, 95%CI = 0.084 to 0.091) and purpose of life (β = 0.214, 95%CI = 0.211 to 0.217), while country-level competitiveness was not. Although adolescents in the least unequal countries were satisfied with life the most and those in the most unequal countries reported the strongest purpose of life, there observed a nonlinear effect modification as a stronger association in middle unequal countries (p for interaction <0.05) compared to both less and more unequal countries.

DISCUSSION

Individual-level competitiveness was positively associated with life satisfaction and purpose of life. The stronger association between competitiveness and well-being in middle unequal countries suggested that encouraging adolescents to compete within their activities or competition may work to mitigate the impact of country inequality.

Developmental brain changes during puberty and associations with mental health problems

BACKGROUND

Our understanding of the mechanisms relating pubertal timing to mental health problems via brain development remains rudimentary.

METHOD

Longitudinal data was sourced from ∼11,500 children from the Adolescent Brain Cognitive Development (ABCD) Study (age 9-13years). We built models of "brain age" and "puberty age" as indices of brain and pubertal development. Residuals from these models were used to index individual differences in brain development and pubertal timing, respectively. Mixed-effects models were used to investigate associations between pubertal timing and regional and global brain development. Mediation models were used to investigate the indirect effect of pubertal timing on mental health problems via brain development.

RESULTS

Earlier pubertal timing was associated with accelerated brain development, particularly of subcortical and frontal regions in females and subcortical regions in males. While earlier pubertal timing was associated with elevated mental health problems in both sexes, brain age did not predict mental health problems, nor did it mediate associations between pubertal timing and mental health problems.

CONCLUSION

This study highlights the importance of pubertal timing as a marker associated with brain maturation and mental health problems.

Visualizing Research Trends on Culture Neuroscience (2008–2021): A Bibliometric Analysis

Recently, cultural neuroscience has gained attention as a new, important, and interdisciplinary topic in the field of neuroscience. It helps us understand the interaction of cultural and biological factors over the course of life. This study aims to provide a comprehensive overview of the field to readers and potential researchers engaged in cultural neuroscience research. A bibliometric analysis was performed on 113 articles in the field of cultural neuroscience from 2008 to 2021 using data from the core collection of Web of Science. Network visualization software VOSviewer and ITGInsight were used for performance analysis and science mapping. Specifically, the performance analysis included countries, institutions, authors, papers, and journals, while science mapping analyzed the collaboration network, keyword network, bibliographic coupling network, and time series evolution. The results showed that the United States was the most productive country, Northwestern University was the most influential research institution, Chiao Jy was the most influential scholar, and “Social Cognitive and Affective Neuroscience” made the greatest contribution to publishing in the field of cultural neuroscience. Furthermore, collaboration is expected to be the development trend in the future. The key research topics in the field of cultural neuroscience included neuroimaging and psychiatric diseases, theoretical methods, interdisciplinary research, cultural differences (collectivism and individualism), and brain functions. Finally, future research will focus on cultural neuroscience, culture, and self, while adolescence will be the emerging research frontier.

Cultivating cultural awareness among medical educators by integrating cultural anthropology in faculty development: an action research study

BACKGROUND

In faculty development, understanding each participant's cultural context is important. However, there is scarce evidence on how to improve cultural understanding in faculty development. Cultural anthropology is a discipline that focuses on developing cultural self-awareness by understanding different cultures. Professionals from this field can be crucial to the goal of cultivating cultural awareness among medical educators. The aims of this study are to 1) develop and modify cultural anthropology sessions in faculty development and 2) evaluate the effectiveness of these sessions, including their long-term impacts.

METHODS

The cultural anthropology sessions were organized as part of a longitudinal faculty development program-Foundation Course for Medical Education-at Kyoto University in Japan. The study included 47 medical educators participating in faculty development and three lecturers: two cultural anthropologists and a medical educator. We developed the cultural anthropology sessions and implemented them in the longitudinal faculty development program. In these sessions, cultural anthropologists used inquiry-guided reflection. An action research methodology was employed and repeated in four cycles from 2015 to 2018. Qualitative and quantitative data were collected during the action research cycles. The qualitative data were thematically analyzed.

RESULTS

The cultural anthropologists' inquiries fostered learning during the sessions, and three themes-cultural relativism, attention to context, and reframing-were synthesized. As a long-term impact of the sessions, the learners reported becoming more aware of the cultural contexts in their daily educational and clinical activities.

CONCLUSIONS

The cultural anthropology sessions in the faculty development program were shown to have enhanced the participants' awareness of cultural contexts. The concept and format of these sessions may be used more widely in faculty development programs.

Politics of Plasticity: Implications of the New Science of the "Teen Brain" for Education

In recent years, claims that developmental brain science should inform pedagogical approaches have begun to influence educational policies. This article investigates the promise, pitfalls, processes, and implications of these claims. We explore how research on neuroplasticity has led to enormous interest in harnessing mechanistic models of development for applications in the classroom. Synthesizing analysis from the scientific literature on "neuroeducation" and interviews with key actors in the field, we analyze how neural and cognitive processes are mapped onto pedagogical constructs, and how psychological and social-structural factors are (or are not) integrated into explanations. First, we describe the historical trajectory of educational neuroscience and identify how tensions between antagonist groups struggling for authority over brain-based educational claims shaped the field. Second, we focus on the pervasive use of the concept of "neuroplasticity" in the literature. We argue that it is used as a rhetorical device to create hope and empower children, teachers, and parents through educational exercises that promote neurobiological reflexivity. Third, we turn to the notion of "self-regulation" in the neuroeducational programs. We argue that the rationale of these programs emphasizes the young person's responsibility in navigating their social worlds through the imperative to enhance their executive functions while failing to adequately account for the role of the social environment in the development of self-regulation.

Food Insecurity among Adolescent Students from 95 Countries Is Associated with Diet, Behavior, and Health, and Associations Differ by Student Age and Sex

Background

Adolescents' developmental tasks and challenges vary based on age, sex, and social context. Food insecurity affects adolescents, but existing research has been limited to a few country contexts and has treated adolescence as a singular developmental moment with limited consideration of potential differences in how food insecurity relates to developmental experiences based on adolescent age and sex.

Objectives

We aimed to describe relations between student-reported food insecurity and students' profiles of nutritional, physical activity, school absenteeism, health/mental health, and victimization experiences, and how these differ by student age and sex.

Methods

Using cross-sectional data from the Global School-based Student Health Survey, we examined adolescent reports of their food security among 337,738 students 11-18 y old from 95 countries. We identified their profiles of focal experiences, and used mixed-effects linear and logistic regression models to examine differences in these profiles by student food insecurity and how these differ by student age and sex.

Results

Of students, 25.5% aged 11-14 y compared with 30% aged 15-18 y reported food insecurity in the past 30 d. Food insecurity was associated with less frequent fruit and vegetable intake; more frequent soft drink intake; worse mental health; less physical activity; more missed school; higher odds of smoking, drinking, and using drugs; and more bullying victimization and sexual partners. Food insecurity was associated with reduced age- and sex-specific protection: greater substance use among younger adolescents, more sexual partners among older females, and greater worry among younger males. Food insecurity was also associated with increased age-specific risk: greater soft drink consumption among younger adolescents.

Conclusions

Across countries, adolescent food insecurity was associated with poorer nutritional, mental health, behavioral, and relationship profiles; these associations differed with student age and sex. Food insecurity interventions should attend to adolescent developmental stage and the gendered contexts through which adolescents navigate daily life.

Neuroscientific perspectives for a theory of trauma: a critical review of integrative models of biology and culture

In the last 25 years of the 20th century, psychopathology coded a diverse range of social phenomena under the heading of trauma, featuring the study of psychological trauma as an autonomous area progressively informed by cultural and neurobiological research. In this scenario, we witnessed the emergence of the biocultural paradigm, an epistemological perspective that seeks to elucidate the interactive trajectories by which culture and biology consolidate each other´s effects. This article will address the intersections between the field of psychological trauma and neurosciences, based on the analytical dimensions of expansion of the category of posttraumatic stress disorder (PTSD), the epistemological premises of neurobehavioral studies of stress and fear, and the limitations of the bidirectionality hypothesis advanced by contemporary cultural neurosciences. The elaboration of definitively integrative approaches can assist the development of comprehensive models capable of conceiving knowledges and practices at the level of human experience, avoiding reductionist interpretations that submit complex cultural and subjective experiences alternatingly to the imperatives of the brain and to semiologic codes of pathogenic reasoning.

New insights into the dynamic development of the cerebral cortex in childhood and adolescence: Integrating macro- and microstructural MRI findings

Through dynamic transactional processes between genetic and environmental factors, childhood and adolescence involve reorganization and optimization of the cerebral cortex. The cortex and its development plays a crucial role for prototypical human cognitive abilities. At the same time, many common mental disorders appear during these critical phases of neurodevelopment. Magnetic resonance imaging (MRI) can indirectly capture several multifaceted changes of cortical macro- and microstructure, of high relevance to further our understanding of the neural foundation of cognition and mental health. Great progress has been made recently in mapping the typical development of cortical morphology. Moreover, newer less explored MRI signal intensity and specialized quantitative T2 measures have been applied to assess microstructural cortical development. We review recent findings of typical postnatal macro- and microstructural development of the cerebral cortex from early childhood to young adulthood. We cover studies of cortical volume, thickness, area, gyrification, T1-weighted (T1w) tissue contrasts such a grey/white matter contrast, T1w/T2w ratio, magnetization transfer and myelin water fraction. Finally, we integrate imaging studies with cortical gene expression findings to further our understanding of the underlying neurobiology of the developmental changes, bridging the gap between ex vivo histological- and in vivo MRI studies.

A bioecocultural approach to supporting adolescent mothers and their young children in conflict-affected contexts

An estimated 12 million girls aged 15-19 years, and 777,000 girls younger than 15 give birth globally each year. Contexts of war and displacement increase the likelihood of early marriage and childbearing. Given the developmentally sensitive periods of early childhood and adolescence, adolescent motherhood in conflict-affected contexts may put a family at risk intergenerationally. We propose that the specifics of normative neuroendocrine development during adolescence, including increased sensitivity to stress, pose additional risks to adolescent girls and their young children in the face of war and displacement, with potential lifelong consequences for health and development. This paper proposes a developmental, dual-generational framework for research and policies to better understand and address the needs of adolescent mothers and their small children. We draw from the literature on developmental stress physiology, adolescent parenthood in contexts of war and displacement internationally, and developmental cultural neurobiology. We also identify culturally meaningful sources of resilience and provide a review of the existing literature on interventions supporting adolescent mothers and their offspring. We aim to honor Edward Zigler's groundbreaking life and career by integrating basic developmental science with applied intervention and policy.

Neurocognitive and Behavioral Outcomes of Chinese Survivors of Childhood Lymphoblastic Leukemia

Background

Increasing attention has been dedicated to investigate modifiable risk factors of late effects in survivors of childhood cancer. This study aims to evaluate neurocognitive and behavioral functioning in a relatively young cohort of survivors of childhood acute lymphoblastic leukemia (ALL) in Hong Kong, and to identify clinical and socio-environmental factors associated with these outcomes.

Methods

This analysis included 152 survivors of childhood ALL who were ≥5 years post-diagnosis (52% male, mean [SD] age 23.5[7.2] years at evaluation, 17.2[7.6] years post-diagnosis). Survivors completed performance-based neurocognitive tests, and reported their emotional and behavioral symptoms using the Child/Adult Behavior Checklist. Socio-environmental variables (living space, fatigue, physical activity, family functioning, and academic stress) were self-reported using validated questionnaires. Clinical variables and chronic health conditions were extracted from medical charts. Multivariable linear modeling was conducted to test identify factors associated with neurocognitive/behavioral outcomes, adjusting for current age, sex, age at diagnosis and cranial radiation. An exploratory mediation analysis was performed to examine the mediating effects of risk factors on neurocognitive and behavioral outcomes.

Results

As compared to population norms, a minority of survivors developed mild-moderate impairment in motor processing speed (36.2%), memory (9.2%) and attention measures (4.0%-10.5%). Survivors also reported attention problems (12.5%), sluggish cognitive tempo (23.7%) and internalizing (depressive, anxiety and somatic symptoms) problems (17.1%). A minority of survivors developed mild-moderate treatment-related chronic conditions (n=37, 24.3%). As compared to survivors without chronic conditions, survivors with chronic conditions had more executive dysfunction (B=5.09, standard error [SE]=2.05; P=0.014) and reported more attention problems (B=5.73, SE=1.43; P<0.0001). Fatigue and poor family functioning was associated with multiple measures of behavior problems (all P<0.001). A lower level of physical activity was correlated with more self-reported symptoms of inattention (B= -1.12, SE=0.38, P=0.004) and sluggish cognitive tempo (B=-1.22, SE=0.41, P=0.003). Exploratory analysis showed that chronic health conditions were associated with behavioral measures through fatigue as the mediator.

Conclusion

The majority of young Chinese survivors of ALL had normal cognitive and behavioral function. Regular monitoring of behavioral function should be performed on survivors who develop treatment-related chronic conditions. Health behavior and socio-environment factors may be potentially modifiable risk factors associated with health outcomes in survivors.

A Call for Greater Attention to Culture in the Study of Brain and Development

Despite growing research on neurobiological development, little attention has been paid to cultural and ethnic variation in neurodevelopmental processes. We present an overview of the current state of developmental cognitive neuroscience with respect to its attention to cultural issues. Analyses based on 80 publications represented in five recent meta-analyses related to adolescent developmental neuroscience show that 99% of the publications used samples in Western countries. Only 22% of studies provided a detailed description of participants' racial/ethnic background, and only 18% provided for socioeconomic status. Results reveal a trend in developmental cognitive neuroscience research: The body of research is derived not only mostly from Western samples but also from participants whose race/ethnicity is unknown. To achieve a holistic perspective on brain development in different cultural contexts, we propose and highlight an emerging interdisciplinary approach-developmental cultural neuroscience-the intersection of developmental psychology, cultural psychology, and cognitive neuroscience. Developmental cultural neuroscience aims to elucidate cultural similarities and differences in neural processing across the life span. We call attention to the importance of incorporating culture into the empirical investigation of neurodevelopment.

Mind the brain gap: The worldwide distribution of neuroimaging research on adolescent depression

Adolescents comprise one fourth of the world’s population, with about 90% of them living in low- and middle-income countries (LMICs). The incidence of depression markedly increases during adolescence, making the disorder a leading cause of disease-related disability in this age group. However, most research on adolescent depression has been performed in high-income countries (HICs). To ascertain the extent to which this disparity operates in neuroimaging research, a systematic review of the literature was performed. A total of 148 studies were identified, with neuroimaging data available for 4,729 adolescents with depression. When stratified by income group, 122 (82%) studies originated from HICs, while 26 (18%) were conducted in LMICs, for a total of 3,705 and 1,024 adolescents with depression respectively. A positive Spearman rank correlation was observed between country per capita income and sample size (r_s =0.673, p = 0.023). Our results support the previous reports showing a large disparity between the number of studies and the adolescent population per world region. Future research comparing neuroimaging findings across populations from HICs and LMICs may provide unique insights to enhance our understanding of the neurobiological processes underlying the development of depression.

Navigating the Social Environment in Adolescence: The Role of Social Brain Development

Successful navigation of the social environment is dependent on a number of social cognitive processes, including mentalizing and resistance to peer influence. These processes continue to develop during adolescence, a time of significant social change, and are underpinned by regions of the social brain that continue to mature structurally and functionally into adulthood. In this review, we describe how mentalizing, peer influence, and emotion regulation capacities develop to aid the navigation of the social environment during adolescence. Heightened susceptibility to peer influence and hypersensitivity to social rejection in adolescence increase the likelihood of both risky and prosocial behavior in the presence of peers. Developmental differences in mentalizing and emotion regulation, and the corticosubcortical circuits that underpin these processes, might put adolescents at risk for developing mental health problems. We suggest how interventions aimed at improving prosocial behavior and emotion regulation abilities hold promise in reducing the risk of poor mental health as adolescents navigate the changes in their social environment.

Degree of influence in class modifies the association between social network diversity and well-being: Results from a large population-based study in Japan

BACKGROUND

Social network diversity can be associated with physical and mental health among adolescents, which might be modified by their perceived degree of influence in class. We aimed to examine the association between social network diversity and physical and mental health, and to elucidate its effect modification by perceived degree of influence in class.

METHODS

Data were obtained from the Kochi Child Health Impact of Living Difficulty (K-CHILD) study in 2016, which targeted 5th, 8th and 11th grade children living in Kochi Prefecture in Japan (N = 9998). Social network diversity accounted for the number of social roles in which adolescents had regular contact. Degree of influence in class, depression (using Depression Self-Rating Scale for children (DSRS)) and self-rated health were assessed by children, and behavior problem and prosocial behavior (using Strengths and Difficulties Questionnaire (SDQ)) was assessed by caregivers.

RESULTS

Significant association of social network diversity with depression (Coefficient (B) = -0.59, 95% confidence interval (CI) = -0.68 to -0.50), self-rated health (B = 0.09, 95% CI = 0.07 to 0.11), behavior problem (B = -0.71, 95% CI = -0.82 to -0.61) and prosocial behavior (B = 0.06, 95% CI = 0.02 to 0.11) were found. The association with depression and self-rated health was stronger among children with perceived low degree of influence (both p for interaction < 0.001). A similar trend was observed for behavior problem (p for interaction = 0.053), but effect modification was not found for the association between social network diversity and prosocial behavior.

CONCLUSIONS

Social network diversity was beneficial for adolescent physical and mental health, especially for children with perceived lower degree of influence in class.

A review of associations between parental emotion socialization behaviors and the neural substrates of emotional reactivity and regulation in youth

As highlighted by Eisenberg, Cumberland, and Spinrad (1998), parents play a critical role in children's socioemotional development, in part, by shaping how children and adolescents process, respond to, and regulate their emotions (i.e., emotional reactivity/regulation). Although evidence for associations between parenting behavior and youth's emotional processing has relied primarily on behavioral measures of emotion, researchers have begun to examine how parenting is related to the neural substrates of youth's reactivity and regulation. This article reviews a growing literature linking parental behavior with structural brain development as well as functional activity and connectivity in neural regions supporting emotional reactivity/regulation during infancy, childhood, and adolescence. By focusing on normative parental behaviors, we evaluate the evidence for associations between typical variations in caregiving and neural processes thought to support youth's emotional reactivity/regulation. The purpose of this review is to (1) extend the model put forth by Eisenberg and colleagues to consider the ways that parenting behaviors are related to neural substrates of youth's emotional reactivity and regulation; (2) review the empirical evidence for associations between parenting, particularly parental "emotion-related socialization behaviors" (ERSBs), and neural substrates of youth's emotional reactivity/regulation; and (3) recommend future directions for this emerging area of research. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

The Role of Social Support in Adolescent/Young Adults Coping with Cancer Treatment

Adolescents/young-adult (AYA) cancer patients are a psychosocially at-risk group as they are often less well-studied than other age cancer cohorts. Therefore, they experience disparities in access to developmentally informed treatment. Social support has been determined as an important aspect of AYAs’ cancer experience, but additional research was needed to describe specific behaviors AYAs found helpful and to explore how AYAs seek opportunities for additional support. As part of a larger qualitative study, study aims were to determine how AYAs (ages 15–26) cope during cancer treatment and examine how social support interacts with individual AYA coping. Participants included 10 AYA cancer patients undergoing treatment (mean age = 18.9 years) and 10 parents (mean age = 45.6 years). Descriptively, participants scored within the normal to high range on measures of hope, depression/anxiety/stress, quality of life, and social support. Participants completed semi-structured, audio-recorded interviews that were transcribed and coded as generated. Qualitative analysis was guided by principles of grounded theory and utilized the constant comparative approach. Themes within social support groups included presence, distraction, positive attitude, and maintaining AYA autonomy, communication, and advocacy. Results suggest social supports provide additional coping resources for AYAs with cancer through supplementing individual coping strategies. Future directions/implications for intervention/treatment are discussed.

Mobile EEG in research on neurodevelopmental disorders: Opportunities and challenges

Mobile electroencephalography (mobile EEG) represents a next-generation neuroscientific technology – to study real-time brain activity – that is relatively inexpensive, non-invasive and portable. Mobile EEG leverages state-of-the-art hardware alongside established advantages of traditional EEG and recent advances in signal processing. In this review, we propose that mobile EEG could open unprecedented possibilities for studying neurodevelopmental disorders. We first present a brief overview of recent developments in mobile EEG technologies, emphasising the proliferation of studies in several neuroscientific domains. As these developments have yet to be exploited by neurodevelopmentalists, we then identify three research opportunities: 1) increase in the ease and flexibility of brain data acquisition in neurodevelopmental populations; 2) integration into powerful developmentally-informative research designs; 3) development of innovative non-stationary EEG-based paradigms. Critically, we address key challenges that should be considered to fully realise the potential of mobile EEG for neurodevelopmental research and for understanding developmental psychopathology more broadly, and suggest future research directions.

Subjective social status and neural processing of race in Mexican American adolescents

Adolescence is a sensitive period for sociocultural development in which facets of social identity, including social status and race, become especially salient. Despite the heightened importance of both social status and race during this developmental period, no known work has examined how individual differences in social status influence perceptions of race in adolescents. Thus, in the present study, we investigated how both subjective social status and objective socioeconomic status (SES) influence neural responses to race. Twenty-three Mexican American adolescents (15 females; mean age = 17.22 years) were scanned using functional magnetic resonance imaging while they viewed Black and White faces in a standard labeling task. Adolescents rated their subjective social status in US society, while their parents responded to questions about their educational background, occupation, and economic strain (objective SES). Results demonstrated a negative association between subjective social status and neural responses in the amygdala, fusiform face area, and medial prefrontal cortex when adolescents viewed Black (relative to White) faces. In other words, adolescents with lower subjective social status showed greater activity in neural regions involved in processing salience, perceptual expertise, and thinking about the minds of others when they viewed images of Black faces, suggesting enhanced salience of race for these youth. There was no relationship between objective SES and neural responses to the faces. Moreover, instructing participants to focus on the gender or emotion expression on the face attenuated the relationship between subjective social status and neural processing of race. Together, these results demonstrate that subjective social status shapes the way the brain responds to race, which may have implications for psychopathology.

Puberty and the human brain: Insights into adolescent development

Alongside the exponential flourish of research on age-related trajectories of human brain development during childhood and adolescence in the past two decades, there has been an increase in the body of work examining the association between pubertal development and brain maturation. This review systematically examines empirical research on puberty-related structural and functional brain development in humans, with the aim of identifying convergent patterns of associations. We emphasize longitudinal studies, and discuss pervasive but oft-overlooked methodological issues that may be contributing to inconsistent findings and hindering progress (e.g., conflating distinct pubertal indices and different measurement instruments). We also briefly evaluate support for prominent models of adolescent neurodevelopment that hypothesize puberty-related changes in brain regions involved in affective and motivational processes. For the field to progress, replication studies are needed to help resolve current inconsistencies and gain a clearer understanding of pubertal associations with brain development in humans, knowledge that is crucial to make sense of the changes in psychosocial functioning, risk behavior, and mental health during adolescence.

Age Patterns in Risk Taking Across the World

Epidemiological data indicate that risk behaviors are among the leading causes of adolescent morbidity and mortality worldwide. Consistent with this, laboratory-based studies of age differences in risk behavior allude to a peak in adolescence, suggesting that adolescents demonstrate a heightened propensity, or inherent inclination, to take risks. Unlike epidemiological reports, studies of risk taking propensity have been limited to Western samples, leaving questions about the extent to which heightened risk taking propensity is an inherent or culturally constructed aspect of adolescence. In the present study, age patterns in risk-taking propensity (using two laboratory tasks: the Stoplight and the BART) and real-world risk taking (using self-reports of health and antisocial risk taking) were examined in a sample of 5227 individuals (50.7% female) ages 10-30 (M = 17.05 years, SD = 5.91) from 11 Western and non-Western countries (China, Colombia, Cyprus, India, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the US). Two hypotheses were tested: (1) risk taking follows an inverted-U pattern across age groups, peaking earlier on measures of risk taking propensity than on measures of real-world risk taking, and (2) age patterns in risk taking propensity are more consistent across countries than age patterns in real-world risk taking. Overall, risk taking followed the hypothesized inverted-U pattern across age groups, with health risk taking evincing the latest peak. Age patterns in risk taking propensity were more consistent across countries than age patterns in real-world risk taking. Results suggest that although the association between age and risk taking is sensitive to measurement and culture, around the world, risk taking is generally highest among late adolescents.

Studying individual differences in human adolescent brain development

Adolescence is a period of social, psychological and biological development. During adolescence, relationships with others become more complex, peer relationships are paramount and social cognition develops substantially. These psychosocial changes are paralleled by structural and functional changes in the brain. Existing research in adolescent neurocognitive development has focused largely on averages, but this obscures meaningful individual variation in development. In this Perspective, we propose that the field should now move toward studying individual differences. We start by discussing individual variation in structural and functional brain development. To illustrate the importance of considering individual differences in development, we consider three sources of variation that contribute to neurocognitive processing: socioeconomic status, culture and peer environment. To assess individual differences in neurodevelopmental trajectories, large-scale longitudinal datasets are required. Future developmental neuroimaging studies should attempt to characterize individual differences to move toward a more nuanced understanding of neurocognitive changes during adolescence.

Beyond stereotypes of adolescent risk taking: Placing the adolescent brain in developmental context

Recent neuroscience models of adolescent brain development attribute the morbidity and mortality of this period to structural and functional imbalances between more fully developed limbic regions that subserve reward and emotion as opposed to those that enable cognitive control. We challenge this interpretation of adolescent development by distinguishing risk-taking that peaks during adolescence (sensation seeking and impulsive action) from risk taking that declines monotonically from childhood to adulthood (impulsive choice and other decisions under known risk). Sensation seeking is primarily motivated by exploration of the environment under ambiguous risk contexts, while impulsive action, which is likely to be maladaptive, is more characteristic of a subset of youth with weak control over limbic motivation. Risk taking that declines monotonically from childhood to adulthood occurs primarily under conditions of known risks and reflects increases in executive function as well as aversion to risk based on increases in gist-based reasoning. We propose an alternative Life-span Wisdom Model that highlights the importance of experience gained through exploration during adolescence. We propose, therefore, that brain models that recognize the adaptive roles that cognition and experience play during adolescence provide a more complete and helpful picture of this period of development.

Culture: by the brain and in the brain?

Since the 1990s, several disciplines have emerged at the interface between neuroscience and the social and human sciences. For the most part, they aim at capturing the commonalities that underlay the heterogeneity of human behaviors and experiences. Neuroanthropology and cultural neuroscience, or the "neurodisciplines of culture," appear different, since their goal is to understand specificity rather than commonality and to address how cultural differences are inscribed in the brain. After offering an overview of these disciplines, and of their relation to endeavors such as cultural psychology and social neuroscience, this article discusses some of the most representative studies in the area in order to explore in which ways they are relevant for an understanding of culture.

Desire, indefinite lifespan, and transgenerational brains in literature and film

Even before the brain’s deterioration became a health problem of pandemic proportions, literature and film rehearsed the fiction of brain transplantations that would allow an aging person to inhabit a younger body, so that successive surgeries may result in that person’s immortality. Such fiction makes the brain operate like an immaterial soul that does not undergo physical decline. This article examines that fiction as elaborated in Hanif Kureishi’s The Body and several films in connection with older fantasies that articulate desire, eternal youth, and personal immortality, with philosophical discussions about brain and personhood, and with people’s assimilation of neuroscientific idioms into their views and practices of personal identity. In conclusion it discusses how, in contrast to philosophical approaches that tend to focus on self-consciousness, first-person perspectives, and individual autonomy, fiction may contribute to direct attention to relationality as constitutive of personhood.

The development of social cognition in adolescence: An integrated perspective

Social cognitive processes are critical in navigating complex social interactions and are associated with a network of brain areas termed the 'social brain'. Here, we describe the development of social cognition, and the structural and functional changes in the social brain during adolescence, a period of life characterised by extensive changes in social behaviour and environments. Neuroimaging and behavioural studies have demonstrated that the social brain and social cognition undergo significant development in human adolescence. Development of social cognition and the social brain are discussed in the context of developments in other neural systems, such as those implicated in motivational-affective and cognitive control processes. Successful transition to adulthood requires the rapid refinement and integration of these processes and many adolescent-typical behaviours, such as peer influence and sensitivity to social exclusion, involve dynamic interactions between these systems. Considering these interactions, and how they vary between individuals and across development, could increase our understanding of adolescent brain and behavioural development.

Relations of shyness–sensitivity and unsociability with adjustment in middle childhood and early adolescence in suburban Chinese children

This study examined how shyness–sensitivity and unsociability were associated with social, school, and psychological adjustment in Chinese children and adolescents. Participants included 564 children (272 boys, Mage=9 years) and 462 adolescents (246 boys, Mage=13 years) in a suburban region in China. Data were obtained from peer assessments, sociometric nominations, teacher-ratings, self-reports, and school records. The results showed that relations of shyness and unsociability with adjustment differed in middle childhood and early adolescence. Shyness tended to be associated with social and psychological problems more evidently in adolescence than in childhood. In contrast, unsociability was associated with problems more evidently across domains in childhood than in adolescence. The results indicate that the implications of the two main forms of social withdrawal may vary across developmental periods.

Hope and doubt in the promise of neuroimaging: The case of autism spectrum disorder

Although neuroimaging is currently not a component of the diagnostic process for autism spectrum disorders, some scientists hail these technologies for their promise to one day replace behaviorally based psychiatric diagnostic techniques. This article examines how psychiatrists understand the potential use of neuroimaging technologies within the context of clinical practice. Drawing on 10 semi-structured interviews with child and adolescent psychiatrists, I describe the hope and doubt that comprise their discourse of ambivalence. This analysis demonstrates that the uses and meanings of neuroimaging technologies are rearticulated in ongoing debates in the field of psychiatry regarding the role of the biopsychiatric model in the diagnosis and treatment of mental illness. This study highlights issues surrounding the perceived biopsychiatric focus of neuroimaging technologies within clinical practice, concerns regarding misdirected research attention, and the ways in which understandings of future utility mediate perceptions of technological utility.

Deaf adolescents in a hearing world: a review of factors affecting psychosocial adaptation

Adolescence has long been viewed as a time of rapid change in many domains including physical, cognitive, and social. Adolescents must adapt based on developing skills and needs and acclimate to growing environmental pressures. Deaf adolescents are often faced with the additional challenge of managing these adaptations in a hearing world, where communication and access to information, especially about their social world, are incomplete at best and nonexistent at worst. This article discusses the research on several factors that influence a deaf adolescent's adaptation, including quality of life, self-concept, and identity development. Gaps in our knowledge are pointed out with suggestions for future research programs that can facilitate optimal development in adolescents who are deaf.

Why young people's substance use matters for global health

During puberty, when young people are completing their education, transitioning into employment, and forming longer-term intimate relationships, a shift in emotional regulation and an increase in risky behaviour, including substance use, is seen. This Series paper considers the potential effects of alcohol, tobacco, and illicit drug use during this period on: social, psychological, and health outcomes in adolescence and young adulthood; role transitions, and later health and social outcomes of regular substance use initiated in adolescence; and the offspring of young people who use substances. We sourced consistent support for causal relations between substance use and outcomes and evidence of biological plausibility from different but complementary research designs. Many adverse health and social outcomes have been associated with different types of substance use. The major challenge lies in deciding which are causal. Furthermore, qualitatively different harms are associated with different substances, differences in life stage when these harms occur, and the quality of evidence for different substances and health outcomes varies substantially. The preponderance of evidence comes from a few high-income countries, thus whether the same social and health outcomes would occur in other countries and cultures is unclear. Nonetheless, the number of harms that are causally related to substance use in young people warrant high-quality research design interventions to prevent or ameliorate these harms.

'A healthier and more hopeful person': illegitimacy, mental disorder and the improved prognosis of the adolescent mother

This paper aims to contribute to the exploration of the shift from a problematisation of 'unwed motherhood' to 'teenage motherhood' in late twentieth century Britain. It does so by exploring the dominant social scientific understanding of 'unwed mothers' during the 1950s and 1960s which suggested that these women suffered from a psychological disorder. I then analyse the conceptualisation of 'adolescent unwed mothers' exploring why professionals deemed them to be less disturbed than older women in their predicament. This finding is discussed in light of contemporary social scientific concern with adolescent motherhood.

[Age of puberty and western young women sexuality]

The onset of menarche and age of first sexual experience have both lowered over the past century. Does the age of puberty influence the sexuality of the girl/young occidental woman? If so, to what degree? Besides, is the acquisition of reproductive function, regardless of age, a sign of sufficient maturity to engage in sexual activity? Studies show that early puberty, early sex, unprotected sexual intercourse in adolescence and number of sexual partners in early adulthood are closely related. These early sexual experiences could be stimulated by early drug use as well as by depressive disorders. The age of puberty has a real influence on sexuality but this link will be modulated by a number of social behavioral factors and it is not sustainable. The age of puberty is not a good indicator of maturity for teenage sexuality; early maturation and early sexual activity are usually associated with risky behaviors. However, other studies on the subject are required, including a consideration of the issues associated with delayed puberty, a subject virtually absent from the literature.

Risk, adaptation and the functional teenage brain

Over the last decade, the propensity for young people to take risks has been a particular focus of neuroscientific inquiries into human development. Taking population-level data about teenagers' involvement in drinking, smoking, dangerous driving and unprotected sex as indicative, a consensus has developed about the association between risk-taking and the temporal misalignment in the development of reward-seeking and executive regions of the brain. There are epistemological difficulties in this theory. Risk, the brain, and adolescence are different kinds of objects, and bringing them into the same frame for analysis is not unproblematic. In particular, risk is inextricably contextual and value-driven. The assessment of adolescent behaviour and decision-making as 'sub-optimal', and the implication that the developmental schedule of the teenage brain is dysfunctional, is also reassessed in terms of evolutionary development of the individual, the family and the human community. The paper proposes a view of adolescent development as adaptive, and a focus on young people's capacities in the profile of the needs of the community as a whole.

Recognition of and intervention in forced marriage as a form of violence and abuse

This paper highlights the importance of recognising forced marriage as a form of violence and draws attention to the interventions that are developing in Europe as a response to forced marriage. The paper highlights the difficulties of conflating all child marriages as forced marriage and discusses the different contexts of childhood in different parts of the globe. The UK is reputed to have the widest range of policy interventions and practice guidance to tackle forced marriage and is therefore used as a case study in this paper, but reference is also made to other countries thus ensuring a wider relevance. The paper's analysis of UK based research studies on forced marriage identifies three key themes: i) lack of adequate reporting of incidents of forced marriage; ii) lack of professional knowledge of forced marriage and their fear of intervention; iii) the tension between conceptualizing forced marriage as purely cultural or as a form of gender based violence. It also highlights the largely legislative responses to forced marriage in Europe; Civil Protection for victims of forced marriage in the UK is discussed and a critical analysis is offered of the increase in marriage and sponsorship age in the UK and in many European countries. Health and clinical issues related to forced marriage are highlighted and the paper calls for further research globally to i) better understand the extent and nature of forced marriage; ii) to evaluate current interventions; iii) to investigate the clinical and potential mental health implications of forced marriage.

Considerations for imaging the adolescent brain

In recent years the number of functional neuroimaging studies on adolescence has exploded. These studies have led to important new insights about the relation between functional brain development and behavior. However, special consideration is warranted when working with adolescents. In this review, we review variables, including pubertal stage, sleep patterns and pregnancy, which are particularly relevant for developmental cognitive neuroscience studies involving adolescents. Consideration of the unique challenges associated with adolescence will help the growing field of developmental neuroimaging standardize procedures and will eventually facilitate interpretation across studies.

Pubertal development of the understanding of social emotions: Implications for education

Recent developmental cognitive neuroscience research has supported the notion that puberty and adolescence are periods of profound socio-emotional development. The current study was designed to investigate whether the onset of puberty marks an increase in the awareness of complex, or "mixed," emotions. Eighty-three female participants (aged 9-16 years) were divided into three groups according to a self-report measure of puberty stage (early-, mid- and post-puberty). Participants were presented with emotional scenarios, and used four linear scales to rate their emotional response to each scenario. Scenarios were designed to evoke social emotions (embarrassment or guilt) or basic emotions (anger or fear), where social emotions are defined as those which require the representation of others' mental states. We measured the relative complexity or "mixedness" of emotional responses, that is, the degree to which participants reported feeling more than one emotion for a given scenario. We found that mixed emotion reporting increased between early- and post-puberty for social emotion scenarios, and showed no relationship with age, whereas there was no change in mixed emotion reporting for basic emotion scenarios across age or puberty groups. This suggests that the awareness of mixed emotions develops during the course of puberty, and that this development is specific to social emotions. Results are discussed in the context of brain development across puberty and adolescence, with speculation regarding the potential implications for education.

Taming troubled teens: the social production of mental morbidity amongst young mothers in Pelotas, Brazil

Explanations for the association between teen-childbearing and subsequent mental morbidity vary considerably, from those based on neurological theories of development to those investigating underlying social and economic determinants. Based on longitudinal epidemiological and ethnographic sub-studies of the 1982 Pelotas birth cohort study, this paper explores the hypothesis that teen childbearing and subsequent mental morbidity have become associated through the interplay of culture, society, and biology in situations where teen pregnancy has become a stigmatised object of scientific and public health attention. Results show that the effect of teen childbearing on subsequent mental morbidity remained significant in the multivariate analysis. Ethnographic analysis, together with epidemiological effect modification analyses, suggest that this association is partially accounted for by the fact that it is more pronounced amongst a specific subgroup of women of low socio-economic status who, being more politicised about societal injustice, were also more critically engaged with – and thus troubled by – the inequitable institutionalisation of life-cycle transitions. With time, these women became highly critical of the institutionalised identification of early childbearing as a key violation of life-cycle norms and the differential class-based application of scientific knowledge on its causes and consequences. Public health campaigns should consider how the age-based institutionalisation of developmental norms has enabled the stigmatisation of those identified as transgressors.

The role of puberty in the developing adolescent brain

Adolescence refers to the period of physical and psychological development between childhood and adulthood. The beginning of adolescence is loosely anchored to the onset of puberty, which brings dramatic alterations in hormone levels and a number of consequent physical changes. Puberty onset is also associated with profound changes in drives, motivations, psychology, and social life; these changes continue throughout adolescence. There is an increasing number of neuroimaging studies looking at the development of the brain, both structurally and functionally, during adolescence. Almost all of these studies have defined development by chronological age, which shows a strong—but not unitary—correlation with pubertal stage. Very few neuroimaging studies have associated brain development with pubertal stage, and yet there is tentative evidence to suggest that puberty might play an important role in some aspects of brain and cognitive development. In this paper we describe this research, and we suggest that, in the future, developmental neuroimaging studies of adolescence should consider the role of puberty. Hum Brain Mapp, 2010. © 2010 Wiley‐Liss, Inc.