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Somerville, Adolescent Brain Development and Psychological Functioning
The adolescent brain differs significantly from the adult brain, characterized by ongoing development particularly in the prefrontal cortex, which is crucial for decision-making and self-control. During adolescence, the brain becomes more attuned to rewards and learning opportunities, with environmental factors profoundly influencing neurodevelopmental trajectories. Adversity during critical developmental periods can have lasting negative effects on brain health, highlighting the importance of supporting positive experiences for adolescents.
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Somerville, Adolescent Brain Development and Psychological Functioning
- 1. Adolescent brain development & psychological functioning Leah Somerville Department of Psychology & Center for Brain Science Harvard University Affective Neuroscience & Development Laboratory HLS 2015
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- 3. • The adolescentbrain is different from the adult brain. Lessons learned about the adolescent brain
- 4. The adolescent brainis different from the adult brain Gray Matter: Computation CentersWhite Matter: Connection Pathways Brain Dev Cooperative Group (2013) The gross structure of the adolescent brain is less metabolically efficient and less integrated than the adult brain.
- 5. Mills et al.(2014) The prefrontal cortex is critical for planning, decision making, and self- control. The prefrontal cortex is continuing to develop well past age 18. The adolescent brain is different from the adult brain
- 6. • The adolescentbrain is different from the adult brain. • The maturational state of the adolescent brain ‘tunes’ it to rewards and learning opportunities. Lessons learned about the adolescent brain
- 7. The adolescent brainis tuned to rewards and learning opportunities. Dopamine Dopamine pathways Replotted from Andersen et al (2000) DopamineReceptorDensity 0 30 60 90 120 Age (days) 20 40 60 80 100 Dopamine, the “currency” of rewards and learning in the brain, is uniquely potent during adolescence.
- 8. Galvan et al.,2006 Adolescents > Children & Adults Striatum Signaling “registering” learning opportunities Cohen et al., 2010 Arbitrary Cue The adolescent brain is tuned to rewards and learning opportunities.
- 9. The adolescent brainis tuned to rewards and learning opportunities. Adolescents rely on learning from direct experience more than adults, and outperform adults in experience- based learning. %timerewardfound 20 30 40 50 60 70 Time —> 1 2 3 4 5 6 Adults Adolescents Replotted from Decker et al (2015) False Instruction
- 10. • The adolescentbrain is different from the adult brain. • The maturational state of the adolescent brain ‘tunes’ it to rewards and learning opportunities. • Neurodevelopmental trajectories are molded by the environment. Lessons learned about the adolescent brain
- 11. Neurodevelopmental trajectories aremolded by the environment. Sheridan et al, 2012 Institution Typical env. Institution Typical env. Adverse environments impact brain health 8-11 year olds Deprived environments hijack neurodevelopment.
- 12. “Moving parts getbroken” Neurodevelopmental trajectories are molded by the environment. Hippocampus Prefrontal cortex Adversity at age 3-5 Adversity at age 14-16 Negative impact Negative impact Andersen et al., (2008)
- 13. “Moving parts getbroken” Neurodevelopmental trajectories are molded by the environment. Hippocampus Prefrontal cortex Adversity at age 3-5 Adversity at age 14-16 Negative impact Negative impact Andersen et al., (2008) The developmental trajectory of PFC is tenuous during adolescence.
- 14. “Moving parts getbroken” Neurodevelopmental trajectories are molded by the environment. Hippocampus Prefrontal cortex Adversity at age 3-5 Adversity at age 14-16 Negative impact Negative impact Andersen et al., (2008) These effects are not temporary.
- 15. Neurodevelopmental trajectories aremolded by the environment. Social & identity development - modeling peers Stress - deprivation - violence - chaos Learning opportunities Nelson et al. (2005); Crone & Dahl (2012); Somerville (2014); Casey (2015)
- 16. Concluding points The adolescentbrain is still developing It is a ‘sponge’ for rewards and for learning It needs to be treated with care - Avoid the explicitly negative inputs - Provide suite of expected inputs - Maximize positive influence CAREER Award