Introduction to a special issue on reward and regulatory processes in adolescence.
Introduction to a special issue on reward and regulatory processes in adolescence.
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介绍有关青春期奖励和监管过程的特刊。
DOI：
10.1016/j.bandc.2014.05.006
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发表时间：
2014
影响因子：
2.5
通讯作者：
Luciana,Monica
中科院分区：
文献类型：
--
作者：
Segalowitz,SidneyJ;Luciana,Monica
心理学作为一门科学，一直在与动机的复杂性作斗争，一旦每个处理该领域的人都接受了人类行为的大部分是由看不见的奖励反馈机制引导的。对动机行为的监管的影响是显而易见的，关于动物和人类的主题已经写了很多。在过去的十年里，随着对这个年龄段的社会神经科学的研究成为一个主要的研究兴趣，焦点已经转移到青少年身上，把问题带入了大脑机制和心理机制的讨论中。规则的概念经历了一个有趣的历史路线，首先是一种无实体的理性力量，需要控制动物的动机，在笛卡尔的二元论中源于身体之外，然后成为动机系统本身的一部分（在动物身上），现在作为额叶的功能重新融入人类（可能也存在于非人类身上，但程度不同）。考虑到社会和父母对动机目标和策略的质变的关注，理解奖励和调节过程的青春期是一个自然的焦点。青春期的开始在改变有关社会和认知调节的期望方面具有明显的主要发展意义。对于本期特刊的主题，我们不仅需要处理动机的复杂性，还需要处理成熟度。传统的儿童心理学没有考虑到大脑发育的因素，因为人们一直认为大脑在出生后的几年内在结构上或多或少是成熟的。当然，随着神经科学方法的改进，我们了解到，大脑结构变化和功能神经动力学的各个方面都可以在青年时期进行测量。这一观点的自然延伸是认为人的一生都有一个大脑发育和/或神经功能变化的轨迹，这是今天或多或少被接受的观点。这与20世纪传统的心理发展阶段理论形成鲜明对比，后者为成熟提供了许多巧妙的心理机制，这些机制并不包括仅仅基于认知或情感建构主义的大脑结构变化。我们现在可以探索将后一种丰富的传统与我们对青春期大脑解剖和功能变化的新知识相结合。
Psychology as a science has always struggled with the complexity of motivation, once everyone dealing with the field accepted that much of human behavior is guided by unseen mechanisms of reward feedback. The implications for regulation of motivated behavior are obvious and a great deal has been written on the topic with respect to both animals and humans. The focus has shifted to adolescence as studies in the social neuroscience of this age cohort has become a major research interest in the last decade, bringing issues into the discussion on brain mechanisms as well as psychological ones. The notion of regulation has gone through an interesting historical route, first from being a force of disembodied Reason required to control animal motivations and stemming from outside the body in Cartesian dualism, and then to being part of the motivation system itself (in animals), and now reintegrated in humans as a function of the frontal lobes (presumably, present in nonhu-mans as well but to different extents). The period of adolescence for understanding the processes of reward and regulation is a natural focus given the major societal and parental concerns around qualitative changes in motivational targets and strategies. The onset of puberty has obvious major developmental implications in terms of changing expectations concerning social and cognitive regulation.For the topics in this special issue, we need to deal not only with the complexity of motivation, but also maturation. Traditional child psychology did not incorporate the factor of brain growth because the brain had been thought of as being structurally more or less mature within a few years after birth. With improved methods in neuroscience, of course, we learned that aspects of structural brain change and functional neurodynamics can be measured right into young adulthood. The natural extension of this is to consider the whole lifespan as having a trajectory of brain growth and/or neurofunctional change, which is more or less the accepted view today. This is in strong contrast to traditional 20th century stage theories of psychological development that provide so many ingenious psychological mechanisms for maturation that do not include changes in brain structure based solely in cognitive or emotional constructivism. We are now in a position to explore an integration of this latter rich tradition with our new knowledge of changes in brain anatomy and function during adolescence.