Toward a new conception of habit and self-control in adolescent maturation

Semper, Orón; Víctor, Jose

doi:10.3389/fnhum.2014.00525

Cited by 5 publications

(2 citation statements)

References 35 publications

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“…As a consequence, the prefrontal cortex is available for demanding cognitive tasks in adults, which can be considered an acquired disposition for successful performance (Bernacer and Murillo, 2014; Orón, 2014). …”

Section: Neurobiology Of Adolescent Maturation: a Brief Reviewmentioning

confidence: 99%

Adolescent Emotional Maturation through Divergent Models of Brain Organization

2016

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In this article we introduce the hypothesis that neuropsychological adolescent maturation, and in particular emotional management, may have opposing explanations depending on the interpretation of the assumed brain architecture, that is, whether a componential computational account (CCA) or a dynamic systems perspective (DSP) is used. According to CCA, cognitive functions are associated with the action of restricted brain regions, and this association is temporally stable; by contrast, DSP argues that cognitive functions are better explained by interactions between several brain areas, whose engagement in specific functions is temporal and context-dependent and based on neural reuse. We outline the main neurobiological facts about adolescent maturation, focusing on the neuroanatomical and neurofunctional processes associated with adolescence. We then explain the importance of emotional management in adolescent maturation. We explain the interplay between emotion and cognition under the scope of CCA and DSP, both at neural and behavioral levels. Finally, we justify why, according to CCA, emotional management is understood as regulation, specifically because the cognitive aspects of the brain are in charge of regulating emotion-related modules. However, the key word in DSP is integration, since neural information from different brain areas is integrated from the beginning of the process. Consequently, although the terms should not be conceptually confused, there is no cognition without emotion, and vice versa. Thus, emotional integration is not an independent process that just happens to the subject, but a crucial part of personal growth. Considering the importance of neuropsychological research in the development of educational and legal policies concerning adolescents, we intend to expose that the holistic view of adolescents is dependent on whether one holds the implicit or explicit interpretation of brain functioning.

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Section: Neurobiology Of Adolescent Maturation: a Brief Reviewmentioning

confidence: 99%

Adolescent Emotional Maturation through Divergent Models of Brain Organization

2016

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“…After this approach on cognitive habits, we include several contributions on their role in human action, again from a multidisciplinary perspective: first, a reflection about the importance of habits as integrators of behavioral “systems” within the agent (Martinez-Valbuena and Bernacer, 2014 ); second, a computational approach on their importance in model averaging and optimal inference (FitzGerald et al, 2014 ); third, an opinion article about the relationship between procedural learning and behavioral plasticity (Crespo-Eguílaz et al, 2014 ); fourth, an experimental research on the link between model-based and model-free explanations of human behavior (Friedel et al, 2014 ); and finally, a theoretical contribution about the positive role of habits in the treatment of addiction (Güell and Nuñez, 2014 ). The final block of contributions is a set of four articles about the role of habits in learning: L'Ecuyer introduces her proposal about the importance of wonder in learning (L'Ecuyer, 2014 ), Balderas summarizes empirical research about the role of habits in learning, even in non-human animals (Balderas, 2014 ), Orón-Semper relates habits and self-control in adolescent maturation (Orón-Semper, 2014 ), and we close our Research Topic with an interesting empirical article about the link between episodic and prospective memory (Meier et al, 2014 ).…”

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confidence: 99%

Editorial: Habits: plasticity, learning and freedom

Bernácer

Lombo

Murillo

2015

Front. Hum. Neurosci.

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Emotion regulation across childhood and adolescence: evidence for a maladaptive shift in adolescence

Cracco

Goossens

Braet

2017

Eur Child Adolesc Psychiatry

185

136

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Dysfunctional emotion regulation is an important predictor of psychopathology. Although many clinical programs focus on emotion regulation skills, the successful application of these programs in children and adolescents requires knowledge on the normative use of emotion regulation strategies over age. To this end, the current cross-sectional study examined changes in emotion regulation throughout childhood and adolescence. The use of seven adaptive and five maladaptive emotion regulation strategies was measured with the FEEL-KJ in a representative sample (N = 1397) of Dutch children and adolescents between 8 and 18 years old. Overall, the results indicated reduced use of adaptive strategies and increased use of maladaptive strategies in participants between 12 and 15 years old compared with younger or older participants. The findings of the current study indicate that adolescence is characterized by a maladaptive shift in emotion regulation. Given that the continued use of dysfunctional emotion regulation plays an important role in the development and maintenance of psychopathology, these results highlight the importance of prevention and treatment programs focused on emotion regulation to shield vulnerable adolescents against mental illness.

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Toward a new conception of habit and self-control in adolescent maturation

Cited by 5 publications

References 35 publications

Adolescent Emotional Maturation through Divergent Models of Brain Organization

Adolescent Emotional Maturation through Divergent Models of Brain Organization

Editorial: Habits: plasticity, learning and freedom

Emotion regulation across childhood and adolescence: evidence for a maladaptive shift in adolescence

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