Rebelling against the brain: Public engagement with the 'neurological adolescent'
Rebelling against the brain: Public engagement with the 'neurological adolescent'
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DOI：
10.1016/j.socscimed.2011.10.029
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发表时间：
2012-02-01
影响因子：
5.4
通讯作者：
Merten, Moritz
中科院分区：
文献类型：
--
作者：
Choudhury, Suparna;McKinney, Kelly A.;Merten, Moritz
青少年的大脑已经成为认知神经科学的一个蓬勃发展的项目。在20世纪90年代中期，MRI研究绘制了儿童期和青春期之后几个皮质区域的扩展神经发育。在过去的十年中，许多功能性MRI研究表明，与这些大脑区域相关的功能，如认知控制和社会认知，都经历了一个发展阶段。这些变化已经被轶事和临床用于解释青春期的行为变化。对这些数据的解释，即“青少年大脑”是不同的，在神经科学界之外，在政策制定者和媒体中获得了越来越多的关注，与西方社会当前的青少年文化观念产生了强烈的共鸣。在过去两年中，公众参与科学活动和媒体的科普类活动得到了新的推动，这些活动特别试图教育儿童和青少年了解大脑发育的新模型。在本文中，我们利用来自青少年焦点小组的数据和由英国一所学校的85名青少年学生完成的调查问卷，来展示青少年如何从自己的角度对认知神经科学的青少年大脑模型持有矛盾甚至有时抵制的观点。自我理解。我们的研究结果表明，新的“神经”身份的形成更破碎，抵制和不完整的一些目前的社会科学文献的神经主体性似乎建议，在这一领域的公共政策和普及教育的影响将更加不平衡和复杂的比目前想象的。(C)2011爱思唯尔有限公司保留所有权利。
The adolescent brain has become a flourishing project for cognitive neuroscience. In the mid 1990s, MRI studies mapped out extended neuro-development in several cortical regions beyond childhood, and during adolescence. In the last ten years, numerous functional MRI studies have suggested that functions associated with these brain regions, such as cognitive control and social cognition undergo a period of development. These changes have been anecdotally and clinically used to account for behavioural changes during adolescence. The interpretation of these data that the "teen brain" is different has gained increasing visibility outside the neuroscience community, among policy makers and in the media, resonating strongly with current cultural conceptions of teenagers in Western societies. In the last two years, a new impetus has been placed on public engagement activities in science and in the popular science genre of the media that specifically attempts to educate children and teenagers about emerging models of the developing brain. In this article, we draw on data from an adolescent focus group and a questionnaire completed by 85 teenage students at a UK school, to show how teens may hold ambivalent and sometimes resistant views of cognitive neuroscience's teen brain model in terms of their own self-understandings. Our findings indicate that new "neuro"-identity formations are more fractured, resisted and incomplete than some of the current social science literature on neuro-subjectivities seem to suggest and that the effects of public policy and popular education initiatives in this domain will be more uneven and complex than currently imagined. (C) 2011 Elsevier Ltd. All rights reserved.