The development of executive cognitive function and emotion regulation in adolescence

Kesek, Amanda; Zelazo, Philip David; Lewis, Marc D.

doi:10.1017/cbo9780511551963.008

Cited by 13 publications

(6 citation statements)

References 71 publications

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“…Our pattern of results—evoked by an emotionally challenging task—may be due to ventral prefrontal regions being associated with more emotional processing (Bush, Luu, & Posner, 2000; Drevets & Raichle, 1995; Phillips, Drevets, Rauch, & Lane, 2003; Price, Carmichael, & Drevets, 1996; Whalen et al, 1998) while dorsomedial prefrontal activation is associated with more cognitive processing (Bush et al, 2000; Bush, Whalen, Rosen, Jenike, McInerney, & Rauch, 1998; Carter et al, 2000; Kerns et al, 2004; Krawczyk, 2002; for reviews see Bush et al, 2000; Drevets & Raichle, 1998; Eshel et al, 2007; Kesek, Zelazo, & Lewis, 2009). Consistent with these studies, we did find increased ventral prefrontal ROI activation but not dorsomedial prefrontal ROI activation for the negative emotion induction block.…”

Section: Discussionmentioning

confidence: 83%

“…However, it may be that the dorsomedial prefrontal region develops slightly later (Gogtay et al, 2004; for reviews see Kesek et al, 2009; Todd & Lewis, 2008) and thus, we were not able to capture developmental effects within the age range under study. Shaw and colleagues (2008) recently found that ACC grey matter volumes only started to decrease—primarily due to pruning and myelination—around 14 years of age while OFC grey matter volumes start decreasing as early as 8.6 years of age.…”

Section: Discussionmentioning

confidence: 99%

“…Shaw and colleagues (2008) recently found that ACC grey matter volumes only started to decrease—primarily due to pruning and myelination—around 14 years of age while OFC grey matter volumes start decreasing as early as 8.6 years of age. Furthermore, Kesek et al (2009) proposed that dorsally-mediated regulatory functions depend on the development of ventrally-mediated functions. Thus, the difference we observed between dorsomedial prefrontal and ventral prefrontal activation patterns could be explained by differences in the developmental trajectories of these regions.…”

Section: Discussionmentioning

confidence: 99%

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Developmental Change in the Neurophysiological Correlates of Self-Regulation in High- and Low-Emotion Conditions

Lamm

Lewis

2010

Developmental Neuropsychology

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One of the most important tasks of childhood is learning to self-regulate in the presence of negative emotions. Until recently, almost no research has examined the neurophysiological correlates of emotional self-regulation as it develops over childhood and adolescence. We were interested in plotting a fine-grained developmental profile of the neural underpinnings of selfregulation, in the context of negative emotion, for 7-to 14-year-old children. We predicted that children would recruit less cortical activation with age in the service of self-regulation, reflecting increased neural efficiency with development. We also predicted that children would recruit more cortical activation with increased negative emotion, possibly reflecting greater demand on cortical resources. We administered a go/nogo task with an emotion induction block and we measured the amplitude of the N2, an event-related potential associated with inhibitory control, as it varied with block and with age. Furthermore, we estimated activation for a ventral prefrontal region of interest (ROI; suggestive of orbital frontal, ventromedial prefrontal, or rostral anterior cingulate activation) and a dorsomedial prefrontal ROI (suggestive of dorsal anterior cingulate activation) frequently modeled as cortical generators underlying the N2. Results revealed a marginal decrease in mediofrontal scalp activation, but a more pronounced decrease in activation of the ventromedial prefrontal ROI, with age. There were no age-related changes in dorsomedial prefrontal ROI activation. Lastly, as predicted, we found increased ventral prefrontal ROI activation during the negative emotion induction, possibly reflecting greater recruitment of frontocortical resources underlying emotion regulation, but developmental change in this activation was no different than for the other conditions. Thus, both self-regulation in general and emotion regulation in particular recruited less cortical activation with age, suggesting more efficient cortical mechanisms of response inhibition.Keywords emotion regulation; response inhibition; N2; event-related potentials; source analysis; go/nogo; emotion induction; ventral prefrontal; dorsomedial prefrontal A key aspect of emotional development is the capacity to expend effort to control, modify, or inhibit behaviors that are induced by negative emotion. The inhibition of behavioral tendencies associated with negative emotion is often included under the rubric of emotion regulation. In this study, we examined an ERP component, generally associated with response inhibition, before, during, and after, an emotion induction. Thus, differences in the

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Section: Discussionmentioning

confidence: 83%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Developmental Change in the Neurophysiological Correlates of Self-Regulation in High- and Low-Emotion Conditions

Lamm

Lewis

2010

Developmental Neuropsychology

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“…Unlike many areas of cognitive development that correlate with age, developmental changes in arousal, motivation, emotions, sensation seeking, risk taking, and reckless behaviors are linked to pubertal maturation (Steinberg 2005). As such, emotion regulation is one of the most important developmental processes influencing the adolescent's experience of affect, including its quality, intensity, timing, and other dynamic features (Kesek et al 2009). Furthermore, adolescents' ability to control their emotions and level of emotional arousal is related to success in many areas of life, including their academic achievement (Gumora and Arsenio 2002).…”

mentioning

confidence: 99%

Targeting Vulnerabilities to Risky Behavior: an Intervention for Promoting Adaptive Emotion Regulation in Adolescents

Claro

Boulanger

Shaw

2015

Contemp School Psychol

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The paper examined the effectiveness of an inschool intervention for adolescents designed to target emotional regulation skills related to risky behaviors. The Cognitive Emotion Regulation Intended for Youth (CERTIFY) program was delivered to at-risk adolescents in Montreal, Canada. Participants were drawn from an alternative high school and a dropout prevention program within an urban high school. The pilot was a student-focused therapeutic modality without parental intervention for maladaptive cognitive emotion regulation (CER) and engagement in risky behaviors. CERTIFY is a school-based group intervention targeting CER strategies and was implemented with 28 adolescents from two English language secondary schools. The intervention was conducted for 12 weeks for the intervention group versus controls who were offered usual school supports. Program outcomes were evaluated using the Cognitive Emotion Regulation Questionnaire and Risky Behaviors Questionnaire for Adolescents. The intervention group made significant gains with regard to using adaptive CER strategies. Specifically, the intervention resulted in increases in self-reported use of positive reappraisal and refocusing on planning. No significant gains were found for reducing the use of maladaptive CER strategies or risky behaviors. This school-based intervention program for high-risk adolescents increased overall use of adaptive CER strategies and provided insight for future intervention design.

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“…Emotion is together with cognition at the center of mind and activity. (p. 370) Indeed, relevant work has been done by DS theorists, with such titles as 'Cognitiveemotional self-organization in personality development and personal identity' (Lewis & Ferrari, 2001) and 'The development of executive cognitive function and emotion regulation in adolescence' (Kesek et al, 2009). But DS research and theory have not had much to say about morality or moral functioning per se and the contribution of Kim and Sankey is significant in this regard as a beginning for DS approaches to morality.…”

Section: Emotionmentioning

confidence: 99%

A multi‐level model of moral functioning revisited

Reed

2009

Journal of Moral Education

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The development of executive cognitive function and emotion regulation in adolescence

Cited by 13 publications

References 71 publications

Developmental Change in the Neurophysiological Correlates of Self-Regulation in High- and Low-Emotion Conditions

Developmental Change in the Neurophysiological Correlates of Self-Regulation in High- and Low-Emotion Conditions

Targeting Vulnerabilities to Risky Behavior: an Intervention for Promoting Adaptive Emotion Regulation in Adolescents

A multi‐level model of moral functioning revisited

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