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Green KH, Van De Groep IH, Te Brinke LW, van der Cruijsen R, van Rossenberg F, El Marroun H. A perspective on enhancing representative samples in developmental human neuroscience: Connecting science to society. Front Integr Neurosci 2022; 16:981657. [PMID: 36118120 PMCID: PMC9480848 DOI: 10.3389/fnint.2022.981657] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2022] [Accepted: 08/15/2022] [Indexed: 11/17/2022] Open
Abstract
Marginalized groups are often underrepresented in human developmental neuroscientific studies. This is problematic for the generalizability of findings about brain-behavior mechanisms, as well as for the validity, reliability, and reproducibility of results. In the present paper we discuss selection bias in cohort studies, which is known to contribute to the underrepresentation of marginalized groups. First, we address the issue of exclusion bias, as marginalized groups are sometimes excluded from studies because they do not fit the inclusion criteria. Second, we highlight examples of sampling bias. Recruitment strategies are not always designed to reach and attract a diverse group of youth. Third, we explain how diversity can be lost due to attrition of marginalized groups in longitudinal cohort studies. We provide experience- and evidence-based recommendations to stimulate neuroscientists to enhance study population representativeness via science communication and citizen science with youth. By connecting science to society, researchers have the opportunity to establish sustainable and equal researcher-community relationships, which can positively contribute to tackling selection biases.
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Affiliation(s)
- Kayla H. Green
- Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, Rotterdam, Netherlands
- *Correspondence: Kayla H. Green,
| | - Ilse H. Van De Groep
- Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, Rotterdam, Netherlands
- Department of Child and Adolescent Psychiatry, Amsterdam University Medical Centre, Amsterdam, Netherlands
- Department of Developmental and Educational Psychology, Leiden University, Leiden, Netherlands
| | - Lysanne W. Te Brinke
- Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, Rotterdam, Netherlands
| | - Renske van der Cruijsen
- Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, Rotterdam, Netherlands
- Department of Developmental and Educational Psychology, Leiden University, Leiden, Netherlands
| | - Fabienne van Rossenberg
- Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, Rotterdam, Netherlands
| | - Hanan El Marroun
- Department of Psychology, Education and Child Studies, Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, Rotterdam, Netherlands
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus University Medical Center, Rotterdam, Netherlands
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Zanolie K, Ma I, Bos MGN, Schreuders E, Vandenbroucke ARE, van Hoorn J, van Duijvenvoorde ACK, Wierenga L, Crone EA, Güroğlu B. Understanding the Dynamics of the Developing Adolescent Brain Through Team Science. Front Integr Neurosci 2022; 16:827097. [PMID: 35273482 PMCID: PMC8902218 DOI: 10.3389/fnint.2022.827097] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2021] [Accepted: 01/31/2022] [Indexed: 11/13/2022] Open
Abstract
One of the major goals for research on adolescent development is to identify the optimal conditions for adolescents to grow up in a complex social world and to understand individual differences in these trajectories. Based on influential theoretical and empirical work in this field, achieving this goal requires a detailed understanding of the social context in which neural and behavioral development takes place, along with longitudinal measurements at multiple levels (e.g., genetic, hormonal, neural, behavioral). In this perspectives article, we highlight the promising role of team science in achieving this goal. To illustrate our point, we describe meso (peer relations) and micro (social learning) approaches to understand social development in adolescence as crucial aspects of adolescent mental health. Finally, we provide an overview of how our team has extended our collaborations beyond scientific partners to multiple societal partners for the purpose of informing and including policymakers, education and health professionals, as well as adolescents themselves when conducting and communicating research.
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Affiliation(s)
- Kiki Zanolie
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, Netherlands
- Leiden Institute for Brain and Cognition (LIBC), Leiden University, Leiden, Netherlands
- *Correspondence: Kiki Zanolie
| | - Ili Ma
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, Netherlands
- Leiden Institute for Brain and Cognition (LIBC), Leiden University, Leiden, Netherlands
| | - Marieke G. N. Bos
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, Netherlands
- Leiden Institute for Brain and Cognition (LIBC), Leiden University, Leiden, Netherlands
| | - Elisabeth Schreuders
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, Netherlands
- Leiden Institute for Brain and Cognition (LIBC), Leiden University, Leiden, Netherlands
| | - Annelinde R. E. Vandenbroucke
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, Netherlands
- Leiden Institute for Brain and Cognition (LIBC), Leiden University, Leiden, Netherlands
| | - Jorien van Hoorn
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, Netherlands
- Leiden Institute for Brain and Cognition (LIBC), Leiden University, Leiden, Netherlands
| | - Anna C. K. van Duijvenvoorde
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, Netherlands
- Leiden Institute for Brain and Cognition (LIBC), Leiden University, Leiden, Netherlands
| | - Lara Wierenga
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, Netherlands
- Leiden Institute for Brain and Cognition (LIBC), Leiden University, Leiden, Netherlands
| | - Eveline A. Crone
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, Netherlands
- Erasmus School of Social and Behavioral Sciences, Erasmus University Rotterdam, Rotterdam, Netherlands
| | - Berna Güroğlu
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, Netherlands
- Leiden Institute for Brain and Cognition (LIBC), Leiden University, Leiden, Netherlands
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