Adolescent risky decision-making: Neurocognitive development of reward and control regions

Leijenhorst, Linda Van; Moor, Bregtje Gunther; Macks, Zdeňa A. Op de; Rombouts, Serge A.R.B.; Westenberg, P. Michiel; Crone, Eveline A.

doi:10.1016/j.neuroimage.2010.02.038

Cited by 416 publications

(416 citation statements)

References 49 publications

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“…Additionally, prefrontal cortex immaturity contributes to the risky decision making seen among adolescents, as the prefontal cortex plays a key role in behavioral and emotional regulation and risk evaluation (Steinberg, 2008). Risky behavior in adolescence is also associated with an imbalance caused by different developmental trajectories of reward and regulatory brain circuitry (Van Leijenhorst, Moor, Op de Macks, Rombouts, Westenberg, & Crone, 2010) and may be due to the combination of relatively higher inclinations to seek rewards and still maturing capacities for self-control (Steinberg, 2010).…”

Section: Introductionmentioning

confidence: 99%

A test of the efficacy of a brief, web-based personalized feedback intervention to reduce drinking among 9th grade students

Doumas

Esp

Turrisi

et al. 2014

Addictive Behaviors

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Alcohol use increases substantially during the transition from middle school to high school. This study tested a brief, web-based personalized feedback program aimed at reducing risk factors for drinking, alcohol use, and alcohol-related consequences among 9 th grade students. At a 3-month follow-up, students in the intervention group showed positive results relative to those in the control group on variables associated with reduced risk, including positive alcohol expectancies and positive beliefs about alcohol. Students in the intervention group also reported a reduction in drinking frequency and alcohol-related consequences relative to those in the control group. There were, however, no differences in normative beliefs regarding peer drinking or quantity of weekly drinking between the two groups. Results indicate a brief, web-based personalized normative feedback program delivered in the school setting is a promising approach to reducing alcohol use and the associated consequences among 9 th grade students.

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Section: Introductionmentioning

confidence: 99%

A test of the efficacy of a brief, web-based personalized feedback intervention to reduce drinking among 9th grade students

Doumas

Esp

Turrisi

et al. 2014

Addictive Behaviors

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“…Indeed, adolescence is a period of protracted brain development [34], with increasing maturation of prefrontal cortex regions. Gradual changes also occur across a number of cognitive domains: abstract reasoning and formal operational thought [35], executive function [36], decision-making [37], social cognition [38] and the cognitive control of responses towards rewarding [39] and threatening stimuli [40]. In addition, researchers have hypothesized that cognitive schema continue to consolidate across adolescence [41].…”

Section: Introductionmentioning

confidence: 99%

The Plasticity of Adolescent Cognitions: Data from a Novel Cognitive Bias Modification Training Task

Lau

Molyneaux

Telman

et al. 2011

Child Psychiatry Hum Dev

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Many adult anxiety problems emerge in adolescence. Investigating how adolescent anxiety arises and abates is critical for understanding and preventing adult psychiatric problems. Drawing threat interpretations from ambiguous material is linked to adolescent anxiety but little research has clarified the causal nature of this relationship. Work in adults using Cognitive Bias Modification of Interpretations (CBM-I) training show that manipulating negative interpretational style alters negative affect. Conversely, 'boosting' positive interpretations improves affect. Here, we extend CBM-I investigations to adolescents. Thirty-nine adolescents (13-18 years), varying in trait anxiety and selfefficacy, were randomly allocated to receive positive or negative training. Training-congruent differences emerged for subsequent interpretation style. Induced negative biases predicted a decline in positive affect in low self-efficacious adolescents only. Tentatively, our data suggest that cognitive biases predict adolescent affective symptoms in vulnerable individuals. The acquisition of positive cognitions through training has implications for prevention.

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“…Since there is evidence for human activity associated with midbrain dopamine release varying with age [71], gender [35], genetic background [72], stress [73] and traits such as optimism [74], extroversion [75], risk aversion [24] and impulsivity [76,77], what sort of individual differences might exist in the response of individual students to educational interventions involving uncertain reward? Human processes are also likely to be strongly influenced by context.…”

Section: Reward and Educational Learning Gamesmentioning

confidence: 99%

Reward, learning and games

Howard-Jones

Jay

2016

Current Opinion in Behavioral Sciences

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General rightsThis document is made available in accordance with publisher policies. Please cite only the published version using the reference above. AbstractThe link between reward and learning has chiefly been studied scientifically in the context of reinforcement learning. This type of learning, which relies upon midbrain dopaminergic response, differs greatly from the learning valued by educators, which typically involves declarative memory formation. However, with recent insights regarding the modulation of hippocampal function by midbrain dopamine, scientific understanding of the midbrain response to reward may be becoming more relevant to education. Here, we consider the potential for our current understanding of reward to inform educational learning, and consider its implications for game-like interventions in the classroom.

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Adolescent risky decision-making: Neurocognitive development of reward and control regions

Cited by 416 publications

References 49 publications

A test of the efficacy of a brief, web-based personalized feedback intervention to reduce drinking among 9th grade students

A test of the efficacy of a brief, web-based personalized feedback intervention to reduce drinking among 9th grade students

The Plasticity of Adolescent Cognitions: Data from a Novel Cognitive Bias Modification Training Task

Reward, learning and games

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