The Teenage Brain: Public Perceptions of Neurocognitive Development during Adolescence

Abstract

Over the past decade, important insights have been obtained into the neurocognitive development during adolescence. To better understand how these neuroscientific insights impact the real world, we investigated how neuroscience has shaped public perceptions of the "teenage brain" and if these perceptions influence adolescent behavior. When asking to generate free associations with the word "teenage brain," adolescents ( n = 363, M = 14.47 years) and parents ( n = 164, M = 47.16 years) more often mention undesirable behaviors (e.g., "irresponsible") than desirable behaviors (e.g., "creative"). Despite these dominantly negative associations, priming adolescents with positively versus negatively framed statements about adolescent brain development did not influence their subsequent risk-taking, impulsivity, and performance on response-to-failure tasks. However, we did find a more nuanced effect, related to how much adolescents agreed with the negative versus positive priming statements: Adolescents' negative beliefs about adolescent brain development reinforced negative behaviors by increased risk-taking behaviors, and adolescents' positive beliefs reinforced positive behaviors by using positive strategies to cope with academic setbacks. The current findings underline the impact of views that build up over time and that these are not easily influenced by a one-time instance of information but rather reinforce the impact of new information. To prevent negative perceptions of the teenage brain from becoming self-fulfilling prophecies, it is important that communication about adolescent neurocognitive development is framed in a more balanced way. Neuroscientists need to be more aware of how their research impacts the real world, before we are fully ready for "real-world neuroscience."

Increased ventromedial prefrontal cortex activity in adolescence benefits prosocial reinforcement learning

“…This developmental improvement was associated with stronger recruitment of the vmPFC. This study has implications for learning in social settings, such as educational contexts (Altikulaç et al, 2019), as well as for how children develop prosocial values when learning for unknown others. This study provides the first building blocks to understand age-related differences in how adolescents learn to benefit others.…”

Increased Ventromedial Prefrontal Cortex Activity in Adolescence Benefits Prosocial Reinforcement Learning

“…This developmental improvement was associated with stronger recruitment of the vmPFC for others compared to self. This study has implications for learning in social settings, such as educational contexts ( Altikulaç et al, 2019 ), as well as for how children develop prosocial values when learning for unknown others. This study provides the first building blocks to understand age-related differences in how adolescents learn to benefit others.…”

A Flourishing Brain in the 21st Century: A Scoping Review of the Impact of Developing Good Habits for Mind, Brain, Well‐Being, and Learning

“…Evidence points to dissociation between the relatively slow, linear development of impulse control and response inhibition during adolescence versus the faster development of the reward system, which is often hyperresponsive to rewards adolescence (Blakemore, 2012). There is some basis for claiming that adolescent girls are more self-regulated in their decision-making than are adolescent boys (Altikulaç et al, 2018).…”