Self-regulation in the pre-adolescent brain

Abstract

Self-regulation refers to the ability to monitor and modulate emotions, behavior, and cognition, which in turn allows us to achieve goals and adapt to ever changing circumstances. This trait develops from early infancy well into adulthood, and features both low-level executive functions such as reactive inhibition, as well as higher level executive functions such as proactive inhibition. Development of self-regulation is linked to brain maturation in adolescence and adulthood. However, how self-regulation in daily life relates to brain functioning in pre-adolescent children is not known. To this aim, we have analyzed data from 640 children aged 8–11, who performed a stop-signal anticipation task combined with functional magnetic resonance imaging, in addition to questionnaire data on self-regulation. We find that pre-adolescent boys and girls who display higher levels of self-regulation, are better able to employ proactive inhibitory control strategies, exhibit stronger frontal activation and more functional coupling between cortical and subcortical areas of the brain. Furthermore, we demonstrate that pre-adolescent children show significant activation in areas of the brain that were previously only associated with reactive and proactive inhibition in adults and adolescents. Thus, already in pre-adolescent children, frontal-striatal brain areas are active during self-regulatory behavior.

Right inferior frontal gyrus and ventromedial prefrontal activation during response inhibition is implicated in the development of PTSD symptoms

“…Stop Signal Anticipation Task. The stop signal anticipation task (SSAT) has been used widely to assess reactive and proactive inhibition (e.g.Pas, Hulshoff Pol, Raemaekers, & Vink, 2021 ; van Rooij et al, 2014 , 2015 ; Zandbelt et al, 2010 ). Test-retest of the SSAT has been shown in prior research (Buimer et al, 2020 ).…”

“…The participant was instructed to stop the bar as close to the middle line as possible by pressing a button on the button box using their thumb (Go trials); however, on some trials, the bar stopped on its own before reaching the middle line and the participant had to withhold their response (Stop trials). The chance that the bar stopped on its own was indicated with a symbol below the bottom line, ‘o’ for 0% stop signal probability level, ‘*’ for 22% and ‘**’ for 33% probability, similar to (Pas et al, 2021 ). A step-wise approach was used to adjust task difficulty based on the success of the previous trial, thereby keeping the number of failed and successful trials comparable between participants and sessions.…”

Self-Regulated Learning Strategies Impact Fourth-Grade Students’ Positive Outcomes in Science Class

“…Contrary to common expectations, developing SRL skills in young children is crucially important (Salisch et al, 2015). Therefore, the contemporary research studies in the field endeavor to confront the common thought related to the emergence period of SRL behaviors in students and attempt to provide evidence supporting that students can develop SRL skills and strategies at an earlier age than expected through the implementation of proper training programs (Lenes et al, 2020;Pas et al, 2021;Perry & VandeKamp, 2000). Kangas et al (2015) discussed the importance of self-regulation in early childhood education and demonstrated the specific SRLS used by students.…”

Overlapping brain correlates of superior cognition among children at genetic risk for Alzheimer’s disease and/or major depressive disorder

“…Lower values on this measure characterised participants with overall greater neural efficiency, likely indicative of greater functional maturation (cf. 51 ).…”

“…In contrast, difficulties with inhibitory control, which tend to be observed among adoptees 49 , constitute a transdiagnostic contributor to psychopathology 50 . Our interest in BOLD M stemmed from its relevance to functional maturation, since similar behavioural performance on identical tasks is linked to greater BOLD M in children relative to adults 51 . Complementarily, our focus on BOLD SV was prompted by its susceptibility to developmental changes and its transdiagnostic involvement in psychopathology and remission following treatment 52 – 55 .…”