Cognitive and affective development in adolescence.

By Laurence Steinberg. Trends in Cognitive Sciences, 2005

2,952 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/0a2208e9b75227d2fee2867baaabeded958a3b36

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Citations in the corpus

Developing Noun Phrase Complexity at School Age: A Text-Embedded Cross-Linguistic Analysis (2010, background): “…that take place in adolescence, as a major period of transition toward adult-like autonomy, characterized by greater cognitive flexibility and more efficient processing (Paus, 2005), abilities that Steinberg (2005) attributes to the assembly of an advanced ‘executive suite’ of abilities.”
Adolescent Maturity and the Brain: The Promise and Pitfalls of Neuroscience Research in Adolescent Health Policy (2009, neutral): “Like impulse control and sensation seeking, hot and cold cognition are subserved by different neuronal circuits and have different developmental courses [30].”
Emotion regulation strategies and psychosocial well-being in adolescence (2016, positive): “Crucial is that during adolescence, prefrontal cortical regions that support regulatory functions are not yet fully developed, whereas motivational reward cues are particularly salient, leading to greater risk of suboptimal choices due to weaker EmR and less effective goal-oriented behavior (for det”
Affective and deliberative processes in risky choice: age differences in risk taking in the Columbia Card Task. (2009, background): “4 “Cold” and “hot” cognition, respectively, hence the names of the CCT versions; see Metcalfe and Mischel (1999) and Steinberg (2005).”
Metacognitive skills and intellectual ability of young adolescents: a longitudinal study from a developmental perspective (2014, background): “During the last decade, neurocognitive developmental research showed that changes in the adolescent brain are non-linear, non-synchronous and with large individual differences (Casey, Getz & Galvan, 2008; Steinberg, 2005; Toga, Thompson & Sowell, 2006).”
Selection, Optimization, and Compensation in the Domain of Emotion Regulation: Applications to Adolescence, Older Age, and Major Depressive Disorder (2012, background): “While adolescence is generally considered to be a time of rapid development of many cognitive functions (Steinberg, 2005), most of which asymptote around ages 14–16 (Keating , 2004), WM does not reach adult levels of functioning until around 19 years of age (Luna, Garver, Urban, Lazar, & Sweeney,…”
A time of change: behavioral and neural correlates of adolescent sensitivity to appetitive and aversive environmental cues. (2010, background): “Adolescents are cognitively able to appreciate the objective riskiness of their behaviors, yet in the moment these warnings are not heeded, perhaps due to a variety of influences including peers, environmental context, or internal emotional state (Gardener & Steinberg, 2005; Steinberg, 2005), leadin”
Why do many psychiatric disorders emerge during adolescence? (2008, background): “Laboratory studies of teenagers using hypothetical situations in calm environments without peer influence might have little relevance for understanding real-world decision making, which often occurs in the presence of peers and in the context of intense physical or emotional arousal and conflicting ”
Maturation of the adolescent brain (2013, background): “Neurobehavioral, morphological, neurochemical, and pharmacological evidence suggests that the brain remains under construction during adolescence, 1,2,3,7,12,21,22,23,27,49 as illustrated in Figure 2.”
Social and Emotional Learning in Adolescence: Testing the CASEL Model in a Normative Sample (2018, background): “On the other hand, this found difference may be developmentally dependent; it could be that this differentiation emerges in adolescence when peer relationships rise to primacy in personal concern and in developmental influence (Siegel, 2013; Steinberg, 2005).”
The development of emotion regulation: an fMRI study of cognitive reappraisal in children, adolescents and young adults. (2012, background): “This provides support for the notion that some of the variation observed in emotionality over development may be due to the maturation of various cognitive abilities that can be applied to emotion regulation (Dahl, 2003; Steinberg, 2005; Luna, 2009).”
Adolescent emotional development and the emergence of depressive disorders (2008, background): “While these changes promote the skills necessary for greater independence from the family and the establishment of developmentally important peer and romantic relationships, they are also hypothesized to create greater vulnerability to emotional and behavioral dysregulation (Spear, 2000; Steinberg, ”
The Adolescent Brain (2008, background): “Greater emotional reactivity and sensitivity during adolescence may play a role in the higher incidence of affective disorder onset and addiction during this developmental period (Pine et al. 2001; Silveri et al. 2004; Steinberg 2005).”