In recent years there have been tremendous advances in understanding how brain development underlies behavioural changes in adolescence. Based on the latest discoveries in the research field, Eveline A. Crone examines changes in learning, emotions, face processing and social relationships in relation to brain maturation, across the fascinating period of adolescent development.
This book covers new insights from brain research that help us to understand what happens when children turn into adolescents and then into young adults. Why do they show increases in sensation-seeking, risk-taking and sensitivity to opinions of friends? With the arrival of neuroimaging techniques, it is now possible to unravel what goes on in an individual’s brain when completing cognitive tasks, when playing computer games, or when engaging in online social interactions. These findings help reveal how children learn, control thoughts and actions, plan activities, control emotions and think about intentions of others, offering a new perspective on behaviour and motivations of adolescents.
This is the first comprehensive book to cover the many domains of adolescent brain development, stretching from cognitive to affective to social development. It is valuable reading for students and researchers in the field of adolescent development and developmental cognitive neuroscience and those interested in how the developing brain affects behaviour in the teenage years.
1. Introduction: imaging the adolescent brain 2. The learning brain: executive functions 3. Complex decisions and risky choices 4. You’re not angry, are you? The importance of recognizing facial emotions 5. Do I fit in or not? Acceptance and rejection 6. It’s all about me. self-concept 7. What will other people think? Perspective taking. 8. What should I do without friends? Friendships and relationships Index
Essays in Developmental Psychology is designed to meet the need for rapid publication of brief volumes in developmental psychology.
The series defines developmental psychology in its broadest terms and covers such topics as social development, cognitive development, developmental neuropsychology and neuroscience, language development, learning difficulties, developmental psychopathology and applied issues.
Each volume in the series makes a conceptual contribution to the topic by reviewing and synthesizing the existing research literature, by advancing theory in the area, or by some combination of these missions.
Authors in this series provide an overview of their own highly successful research program, but they also include an assessment of current knowledge and identification of possible future trends in research.
Each book is a self-contained unit supplying the advanced reader with a coherent review of important research as well as its context, theoretical grounding and implications.