Probing the Neural Correlates of Anticipated Peer Evaluation in Adolescence

Autor/inn/en	Guyer, Amanda E.; McClure-Tone, Erin B.; Shiffrin, Nina D.; Pine, Daniel S.; Nelson, Eric E.
Titel	Probing the Neural Correlates of Anticipated Peer Evaluation in Adolescence
Quelle	In: Child Development, 80 (2009) 4, S.1000-1015 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2009.01313.x
Schlagwörter	Social Behavior; Peer Evaluation; Adolescents; Social Development; Synchronous Communication; Internet; Computer Mediated Communication; Gender Differences; Age Differences; Brain; Peer Relationship; Child Development; Developmental Psychology; Cognitive Science; Neurological Organization; Neuropsychology; Expectation; Adolescent Attitudes + Suchen Sie Ihr Suchwort? Social behaviour; Soziales Verhalten; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Soziale Entwicklung; Computerkonferenz; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Gehirn; Peer-Beziehungen; Kindesentwicklung; Entwicklungspsychologie; Kognitionswissenschaft; Neuropsychologie; Expectancy; Erwartung
Abstract	Neural correlates of social-cognition were assessed in 9- to- 17-year-olds (N = 34) using functional magnetic resonance imaging. Participants appraised how unfamiliar peers they had previously identified as being of high or low interest would evaluate them for an anticipated online chat session. Differential age- and sex-related activation patterns emerged in several regions previously implicated in affective processing. These included the ventral striatum, hippocampus, hypothalamus, and insula. In general, activation patterns shifted with age in older relative to younger females but showed no association with age in males. Relating these neural response patterns to changes in adolescent social-cognition enriches theories of adolescent social development through enhanced neurobiological understanding of social behavior. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10