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
Meulen, M. van der; Wierenga, L.M.; Achterberg, M.; Drenth, N.; IJzendoorn, M.H. van; Crone, E.A. 2020
Prosocial behavior and empathy are important aspects of developing social relations in childhood. Prior studies showed protracted structural development of social brain regions associated with... Show moreProsocial behavior and empathy are important aspects of developing social relations in childhood. Prior studies showed protracted structural development of social brain regions associated with prosocial behavior. However, it remains unknown how structure of the social brain is influenced by genetic or environmental factors, and whether overlapping heritability factors explain covariance in structure of the social brain and behavior. The current study examined this hypothesis in a twin sample (aged 7-9-year; N = 512). Bilateral measures of surface area and cortical thickness of the medial prefrontal cortex (mPFC), temporo-parietal junction (TPJ), posterior superior temporal sulcus (pSTS), and precuneus were analyzed. Results showed genetic contributions to surface area and cortical thickness for all brain regions. We found additional shared environmental influences for TPJ, suggesting that this region might be relatively more sensitive to social experiences. Genetic factors also influenced parent-reported prosocial behavior (A = 45%) and empathy (A = 59%). We provided initial evidence that the precuneus shares genetically determined variance with empathy, suggesting a possible small genetic overlap (9%) in brain structure and empathy. These findings show that structure of the social brain and empathy are driven by a combination of genetic and environmental factors, with some factors overlapping for brain structure and behavior. Show less
Porcelli, S.; Wee, N. van der; Werff, S. van der; Aghajani, M.; Glennon, J.C.; Heukelum, S. van; ... ; Serretti, A. 2019
The human social brain is complex. Current knowledge fails to define the neurobiological processes underlying social behaviour involving the (patho-) physiological mechanisms that link system-level... Show moreThe human social brain is complex. Current knowledge fails to define the neurobiological processes underlying social behaviour involving the (patho-) physiological mechanisms that link system-level phenomena to the multiple hierarchies of brain function. Unfortunately, such a high complexity may also be associated with a high susceptibility to several pathogenic interventions. Consistently, social deficits sometimes represent the first signs of a number of neuropsychiatric disorders including schizophrenia (SCZ), Alzheimer's disease (AD) and major depressive disorder (MDD) which leads to a progressive social dysfunction. In the present review we summarize present knowledge linking neurobiological substrates sustaining social functioning, social dysfunction and social withdrawal in major psychiatric disorders. Interestingly, AD, SCZ, and MDD affect the social brain in similar ways. Thus, social dysfunction and its most evident clinical expression (i.e., social withdrawal) may represent an innovative transdiagnostic domain, with the potential of being an independent entity in terms of biological roots, with the perspective of targeted interventions. Show less
One of the most prominent changes in adolescence is social reorientation. In other words, adolescents develop more intimate relationships with peers, they discover what it is like to be involved in... Show moreOne of the most prominent changes in adolescence is social reorientation. In other words, adolescents develop more intimate relationships with peers, they discover what it is like to be involved in a romantic relationship, and they take (social) risks by for example showing risky driving in the presence of friends. Given that social networks with peers become central elements in the adolescent’s life, investigating the role of individual differences related to the development of social reorientation seems highly relevant. This dissertation contributes to a better understanding of stability and change in social reorientation during adolescence by explaining the crucial role of empathy in social interactions from a brain and behavioral perspective. Future research can benefit from the presented studies by applying it to a more detailed analysis of individual differences in this important period in life, which may help to explain why some adolescents are successful in developing social competencies and relationships, whereas others experience difficulties. Eventually, this may lead to the development of interventions for youth who do not cope well with the social requirements from the environments, and help to improve their lives and the lives of individuals around them Show less
