The Teenage Brain: Public Perceptions of Neurocognitive Development during Adolescence

Management of Mandibular Condyle Fractures in Pediatric Patients: A Multicentric Retrospective Study with 180 Children and Adolescents

Background: Mandibular condyle fractures in pediatric patients can lead to crippling sequelae such as ankylosis, pain and facial deformity if not managed properly. However, there is no consensus on the best approach for treating these fractures in children. Objective: This study aimed to describe the management of mandibular condyle fractures in growing patients across 14 maxillofacial departments worldwide. Methods: A retrospective multicenter study was conducted on children and adolescents aged 0 to 16 who had at least one mandibular condyle fracture. This study included patients who underwent expectant, closed, or open management and were treated over an 11-year period. Results: 180 patients had at least one mandibular condyle fracture, and 37 had a second condylar fracture. One hundred sixteen patients (65%) were males, and 64 (35%) were females (ratio 1.8:1). An expectant strategy was chosen in 51 (28%) patients, a closed treatment-stand-alone maxillomandibular fixation (MMF)-in 47 (26%), and open reduction and internal fixation (ORIF) was performed in 82 (46%) patients. The management varied significantly between the different departments (p < 0.0001). Significant differences were also identified between the fracture type (non-displaced, displaced or comminuted) and the management of the 180 patients with a single condylar fracture. Out of 50 non-displaced fractures, only 3 (6%) had ORIF, 25 (50%) had expectant management, and 22 (44%) had MMF. Out of 129 displaced fractures, 79 (62%) had ORIF, 25 (19%) had a soft diet, and 25 (19%) had MMF. Conclusions: Expectative management, MMF, and ORIF were all effective in treating pediatric mandibular condyle fractures, with a low incidence of complications and asymmetry.

From developmental neuroscience to policy: A novel framework based on participatory research

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.

The role of multisystemic resilience in fostering critical agency: UK adolescents during the COVID-19 Pandemic

Critical agency (CA) refers to an individual's feeling of power in relation to social inequalities. Research has demonstrated that high CA is associated with positive adolescent outcomes, however, less is known about what supports are important for its development. Moreover, a large majority of the literature is based on studies from the US and various countries in Africa; although the UK is saturated with inequalities there is little research within a UK context. In this paper we examine (a) the validity of using an existing measure of CA with a sample of UK adolescents and (b) the extent to which resilience supports account for variance in CA. Our analysis identified two distinct factors of CA: justice-oriented and community-oriented. High CA in both factors was explained by resilience supports associated with peer relationships (p < 0.01). Our findings push us towards new relational, ecological ways of understanding adolescent CA. We close by instantiating a translational framework for those devising policies in support of youth resilience and CA.

Supplementary Information

The online version contains supplementary material available at 10.1007/s12144-023-04578-1.

Out of sight out of mind: Psychological distance and opinion about the age of penal majority

The growth of urban violence in Brazil, as in other countries, has led citizens to demand more severe and punitive measures to solve the problem of juvenile crime. One motion submitted to the Brazilian parliament, for instance, proposes to reduce the age of penal majority (APM) from 18 to 16 years. Our hypothesis is that popular opinions about this proposal are largely constrained by construal levels and psychological distance. Accordingly, we expect that the knowledge and proximity to the circumstances associated with juvenile transgression will influence opinions about the proposal. To test this hypothesis, we evaluated how opinion against or for the proposal can be explained by psychological distance and moral development theory. We studied two samples, composed of people who do not have a deep experience with the subject (passersby in a public square (N = 77) and workers from a juvenile justice court (N = 157). After collecting socio-demographic information from the subjects and their answer to moral dilemmas, the data was subjected to a multivariate analysis by multimodal logistic regression for socio-demographic characteristics, Kohlberg moral stages, and opinion on the reduction of APM (agree, indifferent, and disagree) as dependent variables. Our findings suggest that 1) opinion about the APM depends on psychological distance and 2) socioeconomic variables may influence the average construal level of adolescent transgressors in the public’s perspective.

Increased Ventromedial Prefrontal Cortex Activity in Adolescence Benefits Prosocial Reinforcement Learning

Learning which of our behaviors benefit others contributes to forming social relationships. An important period for the development of (pro)social behavior is adolescence, which is characterized by transitions in social connections. It is, however, unknown how learning to benefit others develops across adolescence and what the underlying cognitive and neural mechanisms are. In this functional neuroimaging study, we assessed learning for self and others (i.e., prosocial learning) and the concurring neural tracking of prediction errors across adolescence (ages 9-21, N = 74). Participants performed a two-choice probabilistic reinforcement learning task in which outcomes resulted in monetary consequences for themselves, an unknown other, or no one. Participants from all ages were able to learn for themselves and others, but learning for others showed a more protracted developmental trajectory. Prediction errors for self were observed in the ventral striatum and showed no age-related differences. However, prediction error coding for others showed an age-related increase in the ventromedial prefrontal cortex. These results reveal insights into the computational mechanisms of learning for others across adolescence, and highlight that learning for self and others show different age-related patterns.

Are We Ready for Real-world Neuroscience?

Real-world environments are typically dynamic, complex, and multisensory in nature and require the support of top-down attention and memory mechanisms for us to be able to drive a car, make a shopping list, or pour a cup of coffee. Fundamental principles of perception and functional brain organization have been established by research utilizing well-controlled but simplified paradigms with basic stimuli. The last 30 years ushered a revolution in computational power, brain mapping, and signal processing techniques. Drawing on those theoretical and methodological advances, over the years, research has departed more and more from traditional, rigorous, and well-understood paradigms to directly investigate cognitive functions and their underlying brain mechanisms in real-world environments. These investigations typically address the role of one or, more recently, multiple attributes of real-world environments. Fundamental assumptions about perception, attention, or brain functional organization have been challenged-by studies adapting the traditional paradigms to emulate, for example, the multisensory nature or varying relevance of stimulation or dynamically changing task demands. Here, we present the state of the field within the emerging heterogeneous domain of real-world neuroscience. To be precise, the aim of this Special Focus is to bring together a variety of the emerging "real-world neuroscientific" approaches. These approaches differ in their principal aims, assumptions, or even definitions of "real-world neuroscience" research. Here, we showcase the commonalities and distinctive features of the different "real-world neuroscience" approaches. To do so, four early-career researchers and the speakers of the Cognitive Neuroscience Society 2017 Meeting symposium under the same title answer questions pertaining to the added value of such approaches in bringing us closer to accurate models of functional brain organization and cognitive functions.