Integrating fundamental science in society, with the goal to translate research findings to daily practice, comes with certain challenges. Successfully integrating research projects into society... Show moreIntegrating fundamental science in society, with the goal to translate research findings to daily practice, comes with certain challenges. Successfully integrating research projects into society requires (1) good collaboration between scientists and societal stakeholders, (2) collaboration partners with common expectations and goals, and (3) investment in clear communication. Here we describe an integrative research project conducted by a large Dutch consortium that consisted of neuroscientists, psychologists, sociologists, ethicists, teachers, health care professionals and policy makers, focusing on applying cognitive developmental neuroscience for the benefit of youth in education and social safety. We argue that to effectively integrate cognitive developmental neuroscience in society, (1) it is necessary to invest in a well-functioning, diverse and multidisciplinary team involving societal stakeholders and youth themselves from the start of the project. This aids to build a so-called productive interactive network that increases the chances to realize societal impact in the long-term. Additionally, we propose that to integrate knowledge, (2) a different than standard research approach should be taken. When focusing on integration, the ultimate goal of research is not solely to understand the world better, but also to intervene with real-life situations, such as education or (forensic) youth care. To accomplish this goal, we propose an approach in which integration is not only started after the research has been conducted, but taken into account throughout the entire project. This approach helps to create common expectations and goals between different stakeholders. Finally, we argue that (3) dedicating sufficient resources to effective communication, both within the consortium and between scientists and society, greatly benefits the integration of cognitive developmental neuroscience in society. Show less
There exist large individual differences in students' willingness to invest cognitive effort within the academic domain. In a preregistered study, we investigated whether individual differences in... Show moreThere exist large individual differences in students' willingness to invest cognitive effort within the academic domain. In a preregistered study, we investigated whether individual differences in adolescents' willingness to invest cognitive effort, as assessed by an experimental effort discounting task, were related to need for cognition, academic motivation and cognitive capacity. We found that adolescents' willingness to invest cognitive effort was related to need for cognition and cognitive capacity as indexed by task-performance. Our results demonstrate that individual differences in need for cognition and cognitive capacity contribute to differences in adolescents' cognitive effort-investment, but academic motivation does not. Show less
Buuren, M. van; Walsh, R.J.; Sijtsma, H.; Hollarek, M.; Lee, N.C.; Bos, P.A.; Krabbendam, L. 2020
During adolescence, self-concept develops profoundly, accompanied by major changes in hormone levels. Self-evaluations become more complex, and peers and their opinions increasingly salient.... Show moreDuring adolescence, self-concept develops profoundly, accompanied by major changes in hormone levels. Self-evaluations become more complex, and peers and their opinions increasingly salient. Neuroimaging studies have investigated self- and other-related processing in adolescents, however, the influence of similarity of peers on these processes is still unclear, as well as functional connectivity underlying such processes. We investigated the effect of peer similarity on neural activity and connectivity underlying self- and other-referential processing, by distinguishing between a similar and dissimilar peer when making other-evaluations. Moreover, we explored the association between testosterone and brain activity during self-evaluations. Sixty-six young adolescents underwent functional MRI while performing a trait judgement task in which they indicated whether an adjective described themselves, a similar or a dissimilar classmate. The ventral medial prefrontal cortex (MPFC) showed increased engagement in self-referential processing, and the posterior cingulate cortex and right temporal parietal junction during other-evaluations. However, activity did not differ between the similar and dissimilar other conditions. Functional connectivity of the ventral MPFC included the striatum when evaluating the similar peer and frontoparietal regions when evaluating the dissimilar peer. Furthermore, inter-individual differences in testosterone levels were positively associated with dorsal MPFC activity in males. This study provides insight into the influence of peer similarity on activity and connectivity underlying other-referential processing in young adolescents, and suggests that testosterone affects neural correlates of self-referential processing. Show less
Kramer, A.; Huizenga, H.M.; Krabbendam, L.; Duijvenvoorde, A.C.K. van 2020
Everything you do requires you to exert effort. For instance, basic things like walking or cycling require physical effort and have to do with using your body. Another type of effort is cognitive... Show moreEverything you do requires you to exert effort. For instance, basic things like walking or cycling require physical effort and have to do with using your body. Another type of effort is cognitive effort, which has to do with thinking and using your brain. For instance, think about trying to master a Rubik’s cube. Would you want to put in your effort here? The pleasure of finding a solution might outweigh the effort of thinking hard. Or you may decide that finding a solution is not worth your effort. Why and when would you decide to think hard? In this article, we will explain how you decide to exert cognitive effort and what is happening in your brain while you make this decision. Show less
Psychosis is characterized by problems in social functioning and trust, the assumed glue to positive social relations. But what helps building trust? A prime candidate could be social mindfulness:... Show morePsychosis is characterized by problems in social functioning and trust, the assumed glue to positive social relations. But what helps building trust? A prime candidate could be social mindfulness: the ability and willingness to see and consider another person’s needs and wishes during social decision making. We investigated whether first-episode psychosis patients (FEP) and patients at clinical high-risk (CHR) show reduced social mindfulness, and examined the underlying neural mechanisms. Show less
Meulen, A. van der; Ruyter, D. de; Blokland, A.A.J.; Krabbendam, L. 2019
Adolescence is a period characterised by increases in risk-taking. This behaviour has been associated with an imbalance in the integration of the networks involved in cognitive control and... Show moreAdolescence is a period characterised by increases in risk-taking. This behaviour has been associated with an imbalance in the integration of the networks involved in cognitive control and motivational processes. We examined whether the influence of emotional cues on cognitive control differs between adolescents who show high or low levels of risk-taking behaviour. Participants who scored especially high or low on a risky decision task were subsequently administered an emotional go/no-go fMRI task comprising angry, happy and calm faces. Both groups showed decreased cognitive control when confronted with appetitive and aversive emotional cues. Activation in the inferior frontal gyrus (IFG) increased in line with the cognitive control demands of the task. Though the risk taking groups did not differ in their behavioural performance, functional connectivity analyses revealed the dorsal striatum plays a more central role in the processing of cognitive control in high than low risk-takers. Overall, these findings suggest that variance in fronto-striatal circuitry may underlie individual differences in risk-taking behaviour. Show less
Hansen, I.S.; Krabbendam, L.; Bernink, J.H.; Loayza-Puch, F.; Hoepel, W.; Burgsteden, J.A. van; ... ; Dunnen, J. den 2018
