Why do some children easily find their way in social situations and are satisfied with their social lives, while others experience more difficulties? One key component that may explain this is... Show moreWhy do some children easily find their way in social situations and are satisfied with their social lives, while others experience more difficulties? One key component that may explain this is social competence: the ability to fulfill both own and other’s social goals. This thesis focused on individual differences in social competence from childhood to adolescence by examining contextual, developmental and neurobiological influences on aggressive and prosocial responses to social evaluation. Findings showed robust neural processes related to social feedback and subsequent aggression already in middle childhood. Additionally, this thesis revealed that the period between childhood and adolescence is important for the behavioral and neural development of inhibition of aggression following negative, neutral and positive social feedback. Aggression following social feedback decreased towards adolescence, but aggression following positive feedback decreased earlier in childhood than following negative feedback. Moreover, the involvement of the dorsolateral prefrontal cortex, known for its role in executive functioning, decreased over time. Finally, results indicated that the co-occurrence of aggression following rejection and prosocial behavior following observed rejection may possibly protect against externalizing behaviors and promote wellbeing. This thesis highlights the importance of examining the interplay of developmental processes across social contexts to understand mental health outcomes. Show less
Purpose: Both the resting heart rate (RHR) and the callous-unemotional (CU) traits have been associated with juvenile delinquency, however the effect of their interaction is not yet clear.Methods:... Show morePurpose: Both the resting heart rate (RHR) and the callous-unemotional (CU) traits have been associated with juvenile delinquency, however the effect of their interaction is not yet clear.Methods: Four hundred and twenty-three institutionalized adolescents divided into early adolescents (10-14 years, n = 133), late adolescents (15-17 years, n = 286), and young adults (18-22 years, n = 136) participated in the study. RHR was measured using a wristband, and CU traits and delinquency history were assessed using self-reported questionnaires. Moderation analysis was performed to understand how the combination between RHR and CU is associated to offending.Results: CU traits were associated with offending at all ages. The interactions between RHR and CU traits were significantly related to the likelihood of offending in the early and the late adolescent. The highest likelihood of offending is related to high CU traits combined with low RHR in early adolescents and with high RHR in late adolescents.Conclusions: These findings provide further insight in the relationship between psychopathic traits and bio-physiological maturation in explaining juvenile delinquency. Show less
The overarching goal of this thesis was to examine the behavioral, computational, and neural mechanisms underlying social learning in adolescence. The first aim was to examine developmental... Show moreThe overarching goal of this thesis was to examine the behavioral, computational, and neural mechanisms underlying social learning in adolescence. The first aim was to examine developmental patterns across adolescence of two forms of social learning: (1) learning about other people, specifically, whether they are (un)cooperative and (un)trustworthy, and (2) learning for other people (prosocial learning) to know what actions may benefit or help others. I made use of multiple experimental paradigms based on well-known economic games and/or probabilistic reinforcement learning paradigms to assess these forms of social learning. Secondly, I aimed to examine underlying mechanisms and factors that account for age-related and individual differences in social learning. Applying computational modeling and functional neuroimaging as additional tools contributed to a better understanding of the underlying mechanisms and how these develop across adolescence. The findings in this thesis converge to early-to-mid adolescence as a key developmental period for developing well-adjusted social behaviors, and especially in the cooperative domain there are pronounced improvements. These studies make an important contribution to the literature on social development and learning, and may eventually contribute to interventions targeted at promoting well-adjusted behavior in typically developing adolescents, as well as youth with maladaptive social tendencies. Show less
Adolescence has been described as a unique period for self-concept development, with an intensified alertness to social comparison as a mechanism for self-knowledge and self-evaluation. However, it... Show moreAdolescence has been described as a unique period for self-concept development, with an intensified alertness to social comparison as a mechanism for self-knowledge and self-evaluation. However, it remains difficult to disentangle the specific influence of these social comparisons on the development of self-descriptions in adolescence. Moreover, it is still unclear how social comparisons impact upon the development of self-views in different domains, such as physical, academic and social self-views. The goal of this study was therefore to examine the development of self-descriptions in different domains across adolescence, and to experimentally test how the development of these self-descriptions is altered by an explicit social comparison context. For this purpose, we developed two tasks which both asked participants (aged 9-25-years, N = 202) for trait self-descriptions but differed in the salience of a social comparison. Results showed consistent age-differences with more positive self-views for children and adolescents in the age-range 9–14 years. The context of explicit social comparison yielded similar as well as additional age-differences that were more dependent upon valence and domain. Moreover, mid-adolescents (15–17 y) were most negatively affected by these social comparisons relative to other ages. Together, this study made a first step in disentangling the specific influence of social comparison outcomes within the development of general self-descriptions, and highlights the importance of social context in studying self-concept in adolescence. Show less
Van der Cruijsen, R.; Peters, S.; Aar, L.P.E. van der; Crone, E.A. 2018
Neuroimaging studies in adults showed that cortical midline regions including medial prefrontal cortex (mPFC) and posterior parietal cortex (PPC) are important in self-evaluations. The goals of... Show moreNeuroimaging studies in adults showed that cortical midline regions including medial prefrontal cortex (mPFC) and posterior parietal cortex (PPC) are important in self-evaluations. The goals of this study were to investigate the contribution of these regions to self-evaluations in late childhood, adolescence, and early adulthood, and to examine whether these differed per domain (academic, physical and prosocial) and valence (positive versus negative). Also, we tested whether this activation changes across adolescence. For this purpose, participants between ages 11–21-years (N = 150) evaluated themselves on trait sentences in an fMRI session. Behaviorally, adolescents rated their academic traits less positively than children and young adults. The neural analyses showed that evaluating self-traits versus a control condition was associated with increased activity in mPFC (domain-general effect), and positive traits were associated with increased activity in ventral mPFC (valence effect). Self-related mPFC activation increased linearly with age, but only for evaluating physical traits. Furthermore, an adolescent-specific decrease in striatumactivation for positive self traits was found. Finally, we found domain-specific neural activity for evaluating traits in physical (dorsolateral PFC, dorsal mPFC) and academic (PPC) domains. Together, these results highlight the importance of domain distinctions when studying self-concept development in late childhood, adolescence, and early adulthood. Show less
It is well known that complex mental abilities develop at least until late adolescence. Yet, there are also skills that children master perfectly, sometimes even better than adults. The goal of... Show moreIt is well known that complex mental abilities develop at least until late adolescence. Yet, there are also skills that children master perfectly, sometimes even better than adults. The goal of this thesis was to learn more about the possibilities of cognitive functioning in children and young adults, and the constraints set by the developing brain. An fMRI training approach was used to examine age- and experience-related effects in the development of working memory and resting-state functional connectivity. More specifically, we studied age differences on task performance and brain activation during a working memory task with various demands and difficulty levels, both before and after 6 weeks of practice with the task. In addition, to learn more about the interaction between different brain regions, we also examined age differences and practice effects on functional connectivity during resting-state. Show less
School refusal is an attendance problem characterized by a young person’s difficulty in going to school, accompanied by emotional distress on the part of the young person and parental attempts to... Show moreSchool refusal is an attendance problem characterized by a young person’s difficulty in going to school, accompanied by emotional distress on the part of the young person and parental attempts to return the young person to regular school attendance. Prolonged absence from school has serious short- and long-term consequences for young people, their families, and schools. Therefore, effective treatment of school refusal is essential. Numerous treatment outcome studies provide evidence for the efficacy of cognitive-behavioural therapy (CBT) for school refusal. Previous research has however indicated that adolescent school refusers may be particularly disturbed and harder to treat. An existing treatment for school-refusing children and adolescents was modified to better account for the impact of developmental variables on engagement in treatment. The studies presented in this dissertation describe the preparation, implementation, and evaluation of the resulting developmentally-appropriate CBT for adolescent school refusal. The treatment was associated with increased school attendance, reduced emotional symptoms, and increased adolescent and parental self-efficacy. Exploratory analyses revealed that several developmental factors were related to treatment outcomes, namely clinician developmental appropriateness, insight, and autonomy. Recommendations for research and clinical practice are made on the basis of these findings, and on the methodological strengths and limitations of the current research. Show less
