Development of the adolescent brain: implications for executive function and social cognition.

By Sarah-Jayne Blakemore, S. Choudhury. Journal of Child Psychology and Psychiatry and Allied Disciplines, 2006

2,250 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/d309cd47f0cd839a56e16d955841e99abedbc9e2

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Citations in the corpus

Adolescent cortical development: a critical period of vulnerability for addiction. (2007, background): “During adolescence tasks of selective attention, working memory and problem solving improve consistently correlating with frontal cortical synaptic pruning and myelination (Blakemore and Choudhury, 2006).”
Social cognitive development during adolescence. (2006, background): “At the same time, there is an increase in prefrontal cortex (PFC) and parietal cortex white matter (WM) density from puberty onset, throughout adolescence and into adulthood (Giedd et al., 1996; 1999; Reiss et al., 1996; Sowell et al., 2001; Barnea-Goraly et al., 2005; for more detailed reviews of s”
Longitudinal effects of media violence on aggression and empathy among German adolescents (2010, background): “…is characterized by heightened arousal and aggression in relation to hormonal changes on the one hand (Buchanan, Eccles, & Becker, 1992), and brain development associated with a dip in certain areas of cognitive functioning, such as perspective taking, on the other (Blakemore & Choudhury, 2006).”
Prolonged myelination in human neocortical evolution (2012, background): “There are well-documented changes to executive and social cognitive functions that characterize adolescence in humans, presumably related to the growth of myelination and white matter tracts, including improvements in selective attention, decision-making, inhibitory control, working memory, and pers”
Adoption? Adaptation?: Evaluating the Formation of Educational Expectations (2011, background): “…and neuroscience research underscores that children are severely limited in key executive processes approximating Bayesian learning (Blakemore and Choudhury 2006), and ethnographic research in sociology suggests that children are exposed to subtle social schemas early in life…”
Social and emotional skills for student success and well-being: Conceptual framework for the OECD study on social and emotional skills (2018, background): “…2003[200]; Smetana, Campione-Barr and Metzger, 2006[201]) and that period is often characterised by conflicts between developmental tasks that may lead to temporary developmental regressions, particularly in the areas of self-regulation and decision-making (Blakemore and Choudhury, 2006[202]).”
The development of prospective memory in children: An executive framework (2014, background): “…control rely on development of the prefrontal cortex, which slowly matures over childhood and adolescence and reaches maturity in the early 20s (e.g., Anderson, Anderson, Northam, Jacobs, & Catroppa, 2001; Blakemore & Choudhury, 2006; De Luca et al., 2003; Huizinga, Dolan, & van der Molen, 2006).”
Longitudinal Development of Human Brain Wiring Continues from Childhood into Adulthood (2011, background): “Frontal connections including these association tracts support complex cognitive processing (Moll et al., 2005; Blakemore and Choudhury, 2006; Jung and Haier, 2007), much of which continues developing during late adolescence and early adulthood.”
Impulsivity, Frontal Lobes and Risk for Addiction (2009, background): “These studies support the concept that the immature brain has more extensive and less efficient frontal activation and lower performance compared to adults, who have a more focused pattern of frontal activation, faster reaction times, and better performance (Blakemore and Choudhury, 2006).”