This dissertation focused on the neural and behavioral mechanisms underlying adolescent learning and mental health in the context of peers and friends. The neuroimaging findings revealed that... Show moreThis dissertation focused on the neural and behavioral mechanisms underlying adolescent learning and mental health in the context of peers and friends. The neuroimaging findings revealed that reward processing for self and peers rely on common reward-related brain regions, whereas a social brain region (TPJ) showed social specificity to observed outcomes for unfamiliar peers compared to friends. Moreover, typically developing adolescents and adolescents with ADHD show neural sensitivity in reward and salience brain regions towards rewards for themselves, friends and peers compared to losses. There were no group differences in neural processing of (vicarious) outcomes between adolescents with and without ADHD, yet a symptom-level approach showed more neural sensitivity for own compared to friends’ losses in individuals with more inattention symptoms. The behavioral findings indicated that adolescents’ learning performance benefitted from observing the choices and outcomes of peers irrespective of the relationship with this peer. The results did not show effects of friendship (quality) and social status on observational and academic learning, but there was a protective effect of friendship quality on internalizing problems. Taken together, these findings highlight adolescence as a period of observational learning opportunities from different types of peers. Adolescence can also serve as a window of opportunity to improve mental health by fostering high-quality friendships. Show less
This thesis generated insights into the neural and affective signatures of connectedness between parents and adolescents and between people in general, which is operationalized by responses to eye... Show moreThis thesis generated insights into the neural and affective signatures of connectedness between parents and adolescents and between people in general, which is operationalized by responses to eye contact and empathy. Overall, our findings show that during adolescence, parents are still highly attuned to their child at the neural and affective level. In addition, adolescents report to feel more connected with their parents than with unknown others, although this was not directly reflected in stronger neural responses. Another interesting finding is that making eye contact for a prolonged period generally enhanced the socio-emotional connection between people, both between parents and adolescents and with unknown others. For individuals with a history of CEM and depressed adolescents eye contact is less socially rewarding, however, and does not seem to foster a stronger connectedness with others. Studying the psychobiological underpinnings of affiliative bonding, including the parent-adolescent bond, brings us a step closer to unraveling how such bonds are established and maintained during adolescence. And even more important: Once we know how these bonds are established, we might be better able to modify and repair these bonds in situations in which they for some reason got disrupted. Show less
The main aim of this dissertation was to provide insight into possible subtle forms of bias in youth socialization by various socializing agents in the Netherlands, and exploring new ways to... Show moreThe main aim of this dissertation was to provide insight into possible subtle forms of bias in youth socialization by various socializing agents in the Netherlands, and exploring new ways to document bias. Additionally, it addresses the importance of using sound statistical methods for calculating effect sizes. Social bias and unequal treatment of people can lead to structural societal inequalities. Findings in research on the sustained existence of bias have been inconsistent. These inconsistencies may obscure the importance of continuous effort to diminish inequalities. By studying subtle messages, this dissertation shows that bias is present in various contexts. Firstly, parents who talked about kissing and dating to their adolescent child subtly endorsed a sexual double standard, for instance by describing girls as sluts and boys as players. Secondly, in written evaluations by teachers on report cards of primary school pupils, positive bias towards White Dutch girls was found. Lastly, prolonged media attention to a child sexual abuse case was found to negatively affect the attitudes of parents towards male babysitters.As bias and discrimination change over time and context, continuous study is necessary. This dissertation demonstrates that using relevant and authentic data is an important tool in unveiling subtle bias. Show less
When trying to understand texts, readers engage in various cognitive processes. If all goes well, the engagement in these cognitive processes during reading results in the construction of a... Show moreWhen trying to understand texts, readers engage in various cognitive processes. If all goes well, the engagement in these cognitive processes during reading results in the construction of a coherent mental representation of the text, the essence of successful reading comprehension. To construct such a representation, readers need to monitor the coherence of the text and of their emerging mental representation of what the text is about. The central aim of the empirical studies described is to examine coherence-monitoring processes across development by measuring reader’s ability to detect coherence breaks during reading of narratives. The first part of this dissertation consists of three empirical studies (chapter 2-4). The first study examined whether good and poor comprehenders at age 8-9 and 10-11 detected coherence-breaks during and/or after reading. The second study builds on the first study by examining the protracted development of coherence monitoring in an adolescent population (ages 10-22) using the same task under more challenging circumstances. The third study explored the neural correlates of coherence-break detection in young adults in an fMRI study. The second part of this dissertation consists of two conceptual chapters in which the results are summarized and discussed in a broader theoretical perspective (chapter 5-6). Show less
Adolescence, defined as the transition phase between childhood and adulthood, is a time of many physical, cognitive and social-emotional changes. It is a natural time of exploring, thrill seeking,... Show moreAdolescence, defined as the transition phase between childhood and adulthood, is a time of many physical, cognitive and social-emotional changes. It is a natural time of exploring, thrill seeking, and for eventually setting long-term goals and aspirations. One of the most prominent findings is that adolescents take more risks than children or adults. The focus of this thesis is on adolescent risk taking behavior. The goal is to identify individual difference factors that are related to risk taking behavior and assess how these variables change over development. Adolescence is associated with major changes in hormonal levels, brain function and social environment. In this thesis it is tested how changes in pubertal development, brain function and social environment together influence real life risk taking. The studies in this thesis show that neural responses to rewards in the striatum are elevated during adolescence. This response is influenced by chronological age, pubertal development, personality and the social context. Importantly, the striatum response to rewards is related to real life risk taking behavior and therefore has functional relevance. The results of this thesis provide vital insight in the complex relationship between reward processing and real life risk taking behavior. Show less
