Understanding adolescence as a period of social–affective engagement and goal flexibility

By Eveline A. Crone, Ronald E. Dahl. Nature Reviews Neuroscience, 2012

2,266 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Social Psychology

View Paper: https://www.semanticscholar.org/paper/1572d13c5aadbe1d90ed0da0f46038b648a09842

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Citations in the corpus

The importance of belonging and the avoidance of social risk taking in adolescence (2021, background): “If health risk behaviours (such as binge drinking or drug taking) are perceived to have a high social value among the peer group, adolescents may be especially motivated to participate in these behaviours (Blakemore & Mills, 2014; Crone & Dahl, 2012; Pfeifer & Berkman, 2018).”
Importance of investing in adolescence from a developmental science perspective (2018, background): “Nevertheless, during early to midadolescence, there appears to be evidence of distinctive enhancements in: (1) exploration64, sensation seeking and sensitivity to novelty61,67–69; (2) learning from situations in which information needs to be integrated over time from multiple experiences with imperf”
Juvenile Justice Policy and Practice: A Developmental Perspective (2015, background): “Biological changes during this period sensitize youths to their social world and create tendencies to explore and engage” (see also Crone and Dahl 2012). nomenon may be a general feature of adolescence (Monahan et al. 2013).”
Special issue on the teenage brain: Sensitivity to social evaluation (2013, positive): “…poses a unique set of challenges that require adolescents to navigate their social worlds in ways that are new and challenging to them (Pfeifer & Peake, 2012), thus shaping brain development (Crone & Dahl, 2012; Pfeifer & Curr Dir Psychol Sci. Author manuscript; available in PMC 2014 April 21.”
Engaging students: The role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education (2014, background): “During adolescence students also undergo social-affective changes (Crone & Dahl, 2012) that could explain the almost neutral effect of age for emotional engagement in this study.”
Drivers of human development: How relationships and context shape learning and development1 (2020, background): “For example, around puberty, the part of the brain associated with affective, social and emotional functioning experiences a surge that creates changes in social motivation, including a focus on social status and social rewards (Crone & Dahl, 2012).”
Hypermentalizing in Borderline Personality Disorder: A Model and Data (2015, background): “Indeed, adolescence is well-documented as a developmental stage in which social reorientation takes place (Crone & Dahl, 2012; Nelson, Leibenluft, McClure, & Pine, 2005; van den Bos, 2013) and attachment relationships change shape (Kobak, Cassidy, Lyons-Ruth, & Ziv, 2006).”
Is adolescence a sensitive period for sociocultural processing? (2014, background): “It has been proposed that adolescence is a time of particular cultural susceptibility (Choudhury 2010, Fiske 2009) and that the impact of puberty on the brain makes adolescents particularly sensitive to their social environments (Crone & Dahl 2012, Peper & Dahl 2013).”
Developmental Stages and Sex Differences of White Matter and Behavioral Development through Adolescence: A Longitudinal Diffusion Tensor Imaging (DTI) Study (2013, positive): “Adolescence is a unique period of development where continued refinements in brain structure and function parallel behavioral refinements in complex processing such as cognition and emotional regulation (Crone and Dahl, 2012; Spear, 2000).”
Nurturing Nature: How Brain Development Is Inherently Social and Emotional, and What This Means for Education (2019, background): “It is a fundamental period of environmentally (or epigenetically) triggered social, emotional, and cognitive growth and plasticity (Crone & Dahl, 2012; Foulkes & Blakemore, 2018; Mychasiuk & Metz, 2016; Silvers et al., 2012), as well as of vulnerability to mental illnesses such as depression and…”
Personality and Risk Taking (2015, background): “…bottom-up affective – motivational processes versus still immature (prefrontal) top-down cognitive control processes (Gladwin et al., 2011; Somerville et al., 2010; see also Blakemore and Robbins, 2012; Crone and Dahl, 2012; Ernst and Fudge, 2009; Steinberg, 2010; Reyna and Farley, 2006).”
The consequences of media multitasking for youth: A review (2015, positive): “Moreover, these age groups may be particularly vulnerable to the effects of media multitasking because important aspects of cognitive, academic and socioemotional skills continue to develop during this period (Arnett, 2000; Crone & Dahl, 2012; Steinberg, 2005).”