2018
DOI: 10.3758/s13415-018-0598-0
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Adolescents’ neural response to social reward and real-world emotional closeness and positive affect

Abstract: Feeling emotionally close to others during social interactions is a ubiquitous and meaningful experience that can elicit positive affect. The present study integrates functional magnetic resonance imaging (fMRI) and ecological momentary assessment (EMA) to investigate whether neural response to social reward (1) is related to the experience of emotional closeness and (2) moderates the association between emotional closeness and positive affect during and following social interactions. In this study, 34 typical… Show more

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Cited by 40 publications
(28 citation statements)
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References 59 publications
(77 reference statements)
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“…Specifically, youth who were closer to their peers than their parents (regardless of their age) showed greater activation to happy faces, and less activation to fearful faces, in the TPJ. This finding is consistent with past work indicating that 14- to 18-year-olds who reported greater emotional closeness with their peers showed heightened TPJ response to social reward (Flores et al, 2018). Happy faces are generally considered to be rewarding social cues, whereas fearful faces may be aversive or socially threatening.…”
Section: Discussionsupporting
confidence: 92%
“…Specifically, youth who were closer to their peers than their parents (regardless of their age) showed greater activation to happy faces, and less activation to fearful faces, in the TPJ. This finding is consistent with past work indicating that 14- to 18-year-olds who reported greater emotional closeness with their peers showed heightened TPJ response to social reward (Flores et al, 2018). Happy faces are generally considered to be rewarding social cues, whereas fearful faces may be aversive or socially threatening.…”
Section: Discussionsupporting
confidence: 92%
“…Adolescence is an essential developmental period characterized by remarkable changes in physical, brain structural domains and hormonal levels, and these changes may further affect adolescents' functional responsiveness and even behaviors (Steinberg, 2005;Blakemore and Choudhury, 2006;Blakemore, 2008;Casey et al, 2008Casey et al, , 2011Burnett et al, 2011;Luking et al, 2019;Poon et al, 2019). Rewards can enhance an individual's motivation, excite positive emotion, optimize the allocation of attention resources and reinforce individual behaviors (Guyer et al, 2006;Delgado, 2007;Bar-Haim et al, 2009;Beck et al, 2010;Helfinstein et al, 2011;Bhanji and Delgado, 2014;Kujawa et al, 2015;Flores et al, 2018). Based on the dual-system theory, the reward system and cognitive control system interact and jointly influence the dynamic changes in rewardrelated behaviors during individual development (Steinberg, 2008;Galvan, 2010;Shulman et al, 2016;McKewen et al, 2019).…”
Section: Introductionmentioning
confidence: 99%
“…Low motivation is a cardinal feature across severe mental illnesses and a robust predictor of engagement with psychotherapies. Examination of recruitment and retention statistics in cognitive remediation studies reveals a pattern of difficulty with engagement that is similar to issues faced in other psychotherapies, with attrition rates as high as 50% and low adherence to homework.…”
mentioning
confidence: 99%