The Neuroscience of Adolescence

332 Pages·2017·8.56 MB·English

by  Adriana Galván

The Neuroscience of Adolescence
Asscientificinquiryandpublicinterestintheadolescentbraingrow,sotoo
does the need for an accessible textbook that communicates the growing
researchonthistopic.TheNeuroscienceofAdolescenceisacomprehensive
educational tool for developmental cognitive neuroscience students at all
levels as it details the varying elements that shape the adolescent brain.
Historicalnotionsofadolescencehavefocusedonthesignificanthormonal
changes that occur as one transitions from childhood to adolescence, but
new research has revealed a more nuanced picture that helps inform our
understandingofhowthebrainfunctionsacrossthelifespan.Byemphasizing
thebiologicalandneurobiologicalchangesthatoccurduringadolescence,this
bookgivesstudentsaholisticunderstandingofthisdevelopmentalwindow
anduniquelydiscussesthepolicyimplicationsofneuroscienceresearchfor
thelivesofyoungpeopletoday.
Adriana Galva´n is an Associate Professor of Psychology at University of
California,LosAngeles(UCLA),wheresheisalsotheJeffreyWenzelTerm
Chair in Behavioral Neuroscience and the director of the Developmental
Neuroscience Laboratory. Galva´n’s research focuses on adolescent brain
developmentandhasinformedpublicpolicyonteenagedriving,sleep,and
juvenilejustice.ShereceivedtheAmericanPsychologicalAssociation(APA)
Early Career Distinguished Scientific Contribution Award, the APA Boyd
McCandlessEarlyCareerAward,theWilliamT.GrantScholarsAwardand
theCognitiveNeuroscienceSocietyYoungInvestigatorAward,andserves
as a Network Scholar for the MacArthur Foundation Research Network
on Law and Neuroscience. Her research has been funded by the National
ScienceFoundation,theMacArthurFoundation,theNationalInstitutesof
Health,theJacobsFoundation,andtheWilliamT.GrantFoundation.She
regularlyteachesapopularUCLAundergraduatecourseonthedeveloping
brain.
Published online by Cambridge University Press
CambridgeFundamentalsofNeuroscienceinPsychology
Developedinresponsetoagrowingneedtomakeneuroscienceaccessible
tostudentsandothernon-specialistreaders,theCambridgeFundamentalsof
NeuroscienceinPsychologyseriesprovidesbriefintroductionstokeyareas
of neuroscience research across major domains of psychology. Written by
experts in cognitive, social, affective, developmental, clinical, and applied
neuroscience,thesebookswillserveasidealprimersforstudentsandother
readersseekinganentrypointtothechallengingworldofneuroscience.
ForthcomingTitlesintheSeries:
TheNeuroscienceofIntelligence,byRichardJ.Haier
TheNeuroscienceofExpertise,byMerimBilalic´
CognitiveNeuroscienceofMemory,byScottD.Slotnick
TheNeuroscienceofAging,byAngelaGutchess
TheNeuroscienceofAddiction,byFrancescaFilbey
Published online by Cambridge University Press
The Neuroscience of
Adolescence
Adriana Galva´n
UniversityofCalifornia,LosAngeles
Published online by Cambridge University Press
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www.cambridge.org
Informationonthistitle:www.cambridge.org/9781107089921
DOI:10.1017/9781316106143
(cid:2)C AdrianaGalva´n2017
Thispublicationisincopyright.Subjecttostatutoryexception
andtotheprovisionsofrelevantcollectivelicensingagreements,
noreproductionofanypartmaytakeplacewithoutthewritten
permissionofCambridgeUniversityPress.
Firstpublished2017
PrintedintheUnitedStatesofAmericabySheridanBooks,Inc.in2017
AcataloguerecordforthispublicationisavailablefromtheBritishLibrary.
LibraryofCongressCataloginginPublicationData
Names:Galvaa´n,Adriana,1979–author.
Title:Theneuroscienceofadolescence/AdrianaGalva´n.
Description:Cambridge,UnitedKingdom;NewYork,NY:CambridgeUniversity
Press,2017|Includesbibliographicalreferences.
Identifiers:LCCN2016048271|ISBN9781107089921(hardback)|
ISBN9781107461857(paperback)
Subjects:|MESH:MentalProcesses–physiology|Adolescent–physiology|
Brain–physiology|Puberty–physiology|AdolescentDevelopment–physiology
Classification:LCCRJ503.7.A36|NLMWL337|DDC616.800835–dc23
LCrecordavailableathttps://lccn.loc.gov/2016048271
ISBN978-1-107-08992-1Hardback
ISBN978-1-107-46185-7Paperback
CambridgeUniversityPresshasnoresponsibilityforthepersistenceoraccuracy
ofURLsforexternalorthird-partyInternetWebsitesreferredtointhispublication,
anddoesnotguaranteethatanycontentonsuchWebsitesis,orwillremain,
accurateorappropriate.
Published online by Cambridge University Press
TothepastandcurrentstudentsofPsych161atUCLA
Tomyparentsandsisters,t.k.m.
Tomyfutureadolescents,GustavoandLucia
TomyinspiringhusbandBill
Published online by Cambridge University Press
Published online by Cambridge University Press
Contents
ListofFigures pagexii
Preface xvii
1 WhatIsAdolescence? 1
1.1 Introduction 1
1.2 PeriodsofDevelopment 2
1.2.1 Childhood 2
1.2.2 Adolescence 3
1.2.3 Adulthood 3
1.3 Adolescence:AHistoricalPerspective 5
1.4 AdolescenceacrosstheGlobeandacrossSpecies 6
1.5 TheoreticalModelsofAdolescentBrainDevelopment 7
1.5.1 DualSystemsModel 7
1.5.2 TriadicModel 9
1.5.3 ImbalanceModel 9
1.5.4 SocialInformationProcessingModel 10
1.5.5 FuzzyTraceTheory 10
1.6 WhatistheFunctionofAdolescence? 11
1.6.1 HowDoestheBrainFacilitateIndependence? 15
1.7 HumanBrainDevelopment:AnOverview 15
1.7.1 InteractiveSpecializationFramework 16
1.8 TheImportanceofUnderstandingAdolescentBrain
Development 17
1.9 TheImportanceofAnimalModels 18
1.10 ChapterSummary 19
1.11 ReviewQuestions 20
2 Puberty 21
2.1 Introduction 21
2.2 PubertalHormones 22
2.3 NeuroendocrineSystem 23
2.3.1 AdrenarcheandGonadarche 25
2.4 WhatTriggersPuberty? 26
2.5 TimingIsEverything 29
2.5.1 GeneticFactors 30
2.5.2 PsychosocialFactors 30
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viii Contents
2.5.3 EthnicDifferences 31
2.5.4 EarlyandLateMaturation 33
2.6 PubertalImplicationsonBehavior 36
2.6.1 PubertalTimingEffectsonPsychopathology 36
2.7 “You’veGottensoTall!” 38
2.8 BoneAge 39
2.9 PubertyandBrainStructure 40
2.9.1 GrayMatter 41
2.9.2 WhiteMatter 45
2.10 PubertyandBrainFunction 45
2.11 ChapterSummary 48
2.12 ReviewQuestions 48
3 CognitiveNeuroscienceMethodstoStudytheAdolescentBrain 50
3.1 Introduction 50
3.2 BrainScans 51
3.2.1 StructuralMagneticResonanceImaging
(sMRI) 51
3.2.2 DiffusionTensorImaging(DTI) 56
3.2.3 FunctionalMagneticResonanceImaging
(fMRI) 58
3.2.4 FunctionalConnectivity 60
3.3 Electrophysiology 67
3.3.1 Electroencephalography(EEG) 67
3.3.2 Magnetoencephalography(MEG) 67
3.3.3 StrengthsandLimitations 69
3.4 Eye-Tracking 71
3.4.1 StrengthsandLimitations 73
3.5 RecruitingAdolescentResearchVolunteers 73
3.6 ComputerizedTasks 74
3.7 AnalyticalConsiderations 76
3.7.1 PerformanceDifferences 76
3.7.2 The“TaskB”Problem 78
3.7.3 PhysiologicalDifferences 80
3.7.4 InterpretingGroupDifferences 81
3.8 ChapterSummary 83
3.9 ReviewQuestions 84
4 BrainPlasticity 85
4.1 Introduction 85
4.2 Neuroplasticity,Defined 86
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Contents ix
4.3 NeuralMechanismsofPlasticity 86
4.3.1 NeuroplasticityMechanisms 87
4.4 CriticalPeriods 92
4.4.1 Experience-ExpectantMechanisms 93
4.4.2 Experience-DependentProcesses 96
4.5 NeuroimagingEvidenceofPlasticityinHumans 98
4.5.1 ResearchinAdults 98
4.5.2 ResearchinChildren 101
4.5.3 ThePlasticityofDevelopmentalTiming 102
4.6 WhyIsPlasticityAdaptive? 104
4.6.1 OpportunitiesforInterventionandRemediation 105
4.6.2 Cross-ModalPlasticity 106
4.6.3 Psychotherapy 107
4.6.4 Exercise 108
4.7 AdverseEnvironmentsandPlasticity 109
4.7.1 SocioeconomicStatusandPlasticity 111
4.8 ChapterSummary 114
4.9 ReviewQuestions 114
5 NeurocognitiveDevelopment 116
5.1 Introduction 116
5.2 Cognition,Defined 117
5.3 PrefrontalCortex–anEvolutionaryHistory 117
5.3.1 WhyDoWeNeedaPrefrontalCortex? 121
5.4 TheA-not-BTask 123
5.4.1 TheRoleoftheDorsolateralPrefrontalCortexin
A-not-B 125
5.5 StructuralDevelopmentofthePrefrontalCortex 125
5.5.1 GrayMatter 128
5.5.2 WhiteMatter 129
5.5.3 SexDifferences 129
5.5.4 StructuralDevelopmentalinClinicalPopulations 130
5.5.5 EffectsofPsychopharmacologicalTreatmenton
Neurodevelopment 134
5.6 FunctionalDevelopmentofthePrefrontalCortex 135
5.6.1 CognitiveControl 136
5.7 FunctionalConnectivity 144
5.8 WorkingMemory 146
5.9 Implications 148
5.10 ChapterSummary 150
5.11 ReviewQuestions 150
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x Contents
6 MotivationalSystems 151
6.1 Introduction 151
6.2 WhatIsaReward? 151
6.3 TheRewardSystem 152
6.3.1 TheDevelopmentoftheDopamineSystem 153
6.3.2 RewardNeurocircuitry 155
6.3.3 MRIStudiesoftheAdolescentRewardSystem 157
6.3.4 fMRIStudiesoftheAdolescentRewardSystem 158
6.3.5 NeurophysiologicalMaturationoftheReward
System 161
6.3.6 RewardInfluencesonCognitiveControl 162
6.3.7 NeuralResponsetoImmediateversusDelayed
Rewards 163
6.3.8 FunctionalConnectivityStudiesofReward
Processing 164
6.4 NeuralCorrelatesofRisk-TakinginAdolescents 165
6.4.1 IndividualDifferencesinRewardand
Risk-Sensitivity 169
6.5 AModeltoExplainRiskyDecision-Makingin
Adolescents 171
6.5.1 PeerInfluenceonRisk-Taking 172
6.6 TheAdaptiveAspectsofAdolescentRisk-Taking 174
6.7 TheRoleofMotivationalSystemsinLearning 176
6.8 ChapterSummary 178
6.9 ReviewQuestions 178
7 TheSocialBrain 179
7.1 Introduction 179
7.2 BasicSocialCognitiveSkills 181
7.2.1 FaceProcessing 181
7.2.2 AffectProcessing 188
7.3 ComplexSocialCognitiveSkills 196
7.3.1 TheoryofMind/Mentalizing 196
7.3.2 SocialEvaluation 199
7.3.3 ProsocialBehavior 202
7.4 AdolescentSelf-Development 205
7.5 AtypicalSocialDevelopment 206
7.5.1 SocialAnxietyDisorder 206
7.5.2 Autism 207
7.6 ChapterSummary 213
7.7 ReviewQuestions 213
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