Social cognitive development during adolescence
Social cognitive development during adolescence
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DOI：
10.1093/scan/nsl024
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发表时间：
2006-12-01
影响因子：
4.2
通讯作者：
Charman, Tony
中科院分区：
文献类型：
--
作者：
Choudhury, Suparna;Blakemore, Sarah-Jayne;Charman, Tony
社会关系在青春期尤为重要。近年来，组织学和MRI研究表明，大脑在青春期受到相当大的结构发育的影响。与社会认知有关的大脑区域，包括部分前额叶、顶叶和颞上皮层，经历了最明显和最持久的变化。然而，青少年社会认知的发展及其神经基础仍然知之甚少。在这里，我们首先概述一下大脑在童年和成年之间是如何变化的。然后，我们描述了从青少年面部表情识别的行为和神经影像学研究中出现的发现。最后，我们提出了新的数据，证明了青少年时期情感视角的发展。在这项研究中，112名年龄在8-36岁之间的参与者完成了一项计算机化的任务，其中包括从参与者自己的角度或从另一个人的角度来看待情感。结果表明，第一人称视角（1PP）和第三人称视角（3PP）回答问题的平均反应时间（RT）差异随着年龄的增长而显著降低。成人的RT差异倾向于聚集在零线附近（3PP 1PP），而更大比例的前青少年在量表的正方向（3PP > 1PP）和负方向（1PP > 3PP）上都有更高的差异值。数据表明，在青少年时期，采取观点的效率和可能的策略是与大脑成熟和社会心理发展同步发展的。
Social relationships are particularly important during adolescence. In recent years, histological and MRI studies have shown that the brain is subject to considerable structural development during adolescence. Brain regions that are implicated in social cognition, including parts of prefrontal, parietal and superior temporal cortex, undergo the most pronounced and prolonged change. However, the development of social cognition during adolescence and its neural underpinnings remains poorly understood. Here, we begin by outlining how the brain changes between childhood and adulthood. We then describe findings that have emerged from behavioural and neuroimaging studies of the recognition of facial expression during adolescence. Finally, we present new data that demonstrate development of emotional perspective taking during adolescence. In this study, 112 participants, aged 8-36 years, performed a computerised task that involved taking an emotional perspective either from the participant's own point of view or from that of another person. The results showed that average difference in reaction time (RT) to answer questions in the first person perspective (1PP) and third person perspective (3PP) significantly decreased with age. The RT difference of adults tended to cluster close to the zero line (3PP 1PP), while a greater proportion of pre-adolescents had higher difference values in both the positive (3PP > 1PP) and negative direction (1PP > 3PP) of the scale. The data suggest that the efficiency, and possibly strategy, of perspective taking develop in parallel with brain maturation and psychosocial development during adolescence.