robert dahl structural functional theory

Neurocognitive development of the ability to manipulate information in working memory. A., Wendelken, C., Donohue, S., van Leijenhorst, L. Brain basis of developmental change in visuospatial working memory. fMRI reveals alteration of spatial working memory networks across adolescence. Increased brain activity in frontal and parietal cortex underlies the development of visuospatial working memory capacity during childhood. Neural basis of protracted developmental changes in visuo-spatial working memory. An integrative theory of prefrontal cortex function. The unity and diversity of executive functions and their contributions to complex “Frontal Lobe” tasks: a latent variable analysis. The development of conscious control in childhood. The Mind's Staircase: Exploring the Conceptual Underpinnings of Children's Thought and Knowledge (Erlbaum, 1992). Age-related change in executive function: developmental trends and a latent variable analysis. Cognitive processes in the development of TOL performance. Arrested development? Reconsidering dual-systems models of brain function in adolescence and disorders. A very interesting paper that focuses on the role of ventral prefrontal circuitry and social flexibility in adolescent development. The development of the ventral prefrontal cortex and social flexibility. The social re-orientation of adolescence: a neuroscience perspective on the process and its relation to psychopathology. Age differences in sensation seeking and impulsivity as indexed by behavior and self-report: evidence for a dual systems model. A developmental neurobiological model of motivated behavior: anatomy, connectivity and ontogeny of the triadic nodes. An influential paper that describes the dual processing model, suggesting that adolescence is characterized by faster maturation of subcortical brain regions relative to frontal cortical regions.Įrnst, M. A time of change: behavioral and neural correlates of adolescent sensitivity to appetitive and aversive environmental cues. Addiction, adolescence, and the integration of control and motivation. The feeling of motivation in the developing brain. Adolescence and Emerging Adulthood: A Cultural Approach (Prentice Hall, 2004).ĭahl, R. The role of puberty in the developing adolescent brain. Social neuroscience perspective on adolescent risk-taking. Heightened stress responsiveness and emotional reactivity during pubertal maturation: implications for psychopathology. A key component of this model focuses on the impact of puberty on social–affective development.ĭahl, R.

On the basis of the meta-analysis and new insights from other research, we present a heuristic model that views adolescent brain development as a period of social and affective engagement and a time of learning and flexibility in adjusting goals and priorities.

We found more consistent evidence for increased limbic responses to affective stimuli such as rewards, emotional faces and social feedback, peaking in mid-adolescence.īrain regions involved in understanding others' intentions in social reasoning, such as the anterior medial prefrontal cortex and temporoparietal junction, show changes in relative contributions over the course of adolescent development. We conclude that the neuroimaging evidence for a slow maturation of cognitive control regions across adolescence is relatively inconsistent, with some studies reporting increases and others finding decreases in activation.

Using a meta-analysis of functional MRI data, we examined the evidence for these changes in brain function in relation to cognitive control, social–affective processing and social–cognitive reasoning over the course of adolescent development. Several established models of adolescent brain development have suggested that these serious health problems emerging in adolescence can be explained by a relative immaturity in regions of the prefrontal cortex (which is thought to be important for the regulation of behaviour and emotions) in the face of rapid maturation of limbic brain regions (leading to intensification of emotions). More generally, it is also an important developmental period for maturational advancements in cognitive, affective and social capacities.Īt the same time, adolescence is characterized by increased risk-taking, sensation-seeking and sensitivity to social evaluation, and these contribute to a wide range of serious health consequences in adolescence, including substance use, accidents, violence and suicide.

Adolescence is a time of marked improvements in cognitive abilities, such as abstract reasoning, problem solving and creative thought.

Robert dahl structural functional theory