Better self-concept, better future choices? Behavioral and neural changes after a naturalistic self-concept training program for adolescents.

A large number of adolescents experience difficulty when choosing a suitable higher education program that matches their self-views. Stimulating self-concept development could help adolescents to increase their chances of finding a suitable major. We addressed this issue by examining the effects of a naturalistic self-concept training within a gap year context on behavioral and neural correlates of self-evaluations, as well as the long-term effects for future educational decision-making. In total, 38 adolescents/young adults (ages 16-24 years) participated in a 4-wave longitudinal study, with lab visits before, during, and after the training, including behavioral assessments and fMRI. During fMRI-scanning, they rated themselves on positive and negative traits in academic, (pro)social, and physical domains, and additionally filled out questionnaires related to self-esteem and self-concept clarity. Results showed that the positivity of domain-specific self-evaluations, self-esteem, and self-concept clarity increased during the training. Second, participants with lower medial PFC activity during self-evaluation before training showed larger self-esteem increases over the year. Moreover, mPFC activity increased after training for the evaluation of positive but not negative traits. Furthermore, individual differences in the rate of change (slope) in self-concept clarity and social self-evaluations positively predicted social adjustment to college and academic performance 6 months after training. Together, these findings suggest that self-concept can be modulated in late adolescents, with an important role of the medial PFC in relation to enhanced positive self-evaluations, and self-concept clarity as a predictor of future educational outcomes.

Individual differences in risk-taking tendencies modulate the neural processing of risky and ambiguous decision-making in adolescence.

Although many neuroimaging studies have investigated adolescent risk taking, few studies have dissociated between decision-making under risk (known probabilities) and ambiguity (unknown probabilities). Furthermore, which brain regions are sensitive to individual differences in task-related and self-reported risk taking remains elusive. We presented 198 adolescents (11-24 years, an age-range in which individual differences in risk taking are prominent) with an fMRI paradigm that separated decision-making (choosing to gamble or not) and reward outcome processing (gains, no gains) under risky and ambiguous conditions, and related this to task-related and self-reported risk taking. We observed distinct neural mechanisms underlying risky and ambiguous gambling, with risk more prominently associated with activation in parietal cortex, and ambiguity more prominently with dorsolateral prefrontal cortex (PFC), as well as medial PFC during outcome processing. Individual differences in task-related risk taking were positively associated with ventral striatum activation in the decision phase, specifically for risk, and negatively associated with insula and dorsomedial PFC activation, specifically for ambiguity. Moreover, dorsolateral PFC activation in the outcome phase seemed a prominent marker for individual differences in task-related risk taking under ambiguity as well as self-reported daily-life risk taking, in which greater risk taking was associated with reduced activation in dorsolateral PFC. Together, this study demonstrates the importance of considering multiple risk-taking measures, and contextual moderators, in understanding the neural mechanisms underlying adolescent risk taking.

Neural correlates of evaluating self and close-other in physical, academic and prosocial domains.

Behavioral studies showed that self-concept can be distinguished into different domains, but few neuroimaging studies have investigated either domain-specific or valence-specific activity. Here, we investigated whether evaluating self- and mother-traits in three domains (physical, academic, prosocial) relies on similar or distinct brain regions. Additionally, we explored the topical discussion in the literature on whether vmPFC activity during self-evaluations is induced by valence or importance of traits. Participants evaluated themselves and their mothers on positive and negative traits in three domains. Across all domains, evaluating traits resulted in right dlPFC, left middle temporal cortex, bilateral thalamus, and right insula activity. For physical traits, we found specific neural activity in brain regions typically implicated in mentalizing (dmPFC, IPL). For academic traits, we found a brain region typically implicated in autobiographical memories (PCC), and for prosocial traits, social brain regions (temporal pole, TPJ) were activated. Importantly, these patterns were found for both self and mother evaluations. Regarding valence, rACC/vmPFC showed stronger activation for positive than for negative traits. Interestingly, activation in this region was stronger for highly important traits compared to low/neutral important traits. Thus, this study shows that distinct neural processes are activated for evaluating positive and negative traits in different domains.

Testing a dual-systems model of adolescent brain development using resting-state connectivity analyses.

The current study aimed to test a dual-systems model of adolescent brain development by studying changes in intrinsic functional connectivity within and across networks typically associated with cognitive-control and affective-motivational processes. To this end, resting-state and task-related fMRI data were collected of 269 participants (ages 8-25). Resting-state analyses focused on seeds derived from task-related neural activation in the same participants: the dorsal lateral prefrontal cortex (dlPFC) from a cognitive rule-learning paradigm and the nucleus accumbens (NAcc) from a reward-paradigm. Whole-brain seed-based resting-state analyses showed an age-related increase in dlPFC connectivity with the caudate and thalamus, and an age-related decrease in connectivity with the (pre)motor cortex. nAcc connectivity showed a strengthening of connectivity with the dorsal anterior cingulate cortex (ACC) and subcortical structures such as the hippocampus, and a specific age-related decrease in connectivity with the ventral medial PFC (vmPFC). Behavioral measures from both functional paradigms correlated with resting-state connectivity strength with their respective seed. That is, age-related change in learning performance was mediated by connectivity between the dlPFC and thalamus, and age-related change in winning pleasure was mediated by connectivity between the nAcc and vmPFC. These patterns indicate (i) strengthening of connectivity between regions that support control and learning, (ii) more independent functioning of regions that support motor and control networks, and (iii) more independent functioning of regions that support motivation and valuation networks with age. These results are interpreted vis-à-vis a dual-systems model of adolescent brain development.

Genetic and environmental influences on structural brain development from childhood to adolescence: A longitudinal twin study on cortical thickness, surface area, and subcortical volume.

The human brain undergoes structural development from childhood to adolescence, with specific regions in the sensorimotor, social, and affective networks continuing to grow into adulthood. While genetic and environmental factors contribute to individual differences in these brain trajectories, the extent remains understudied. Our longitudinal study, utilizing up to three biennial MRI scans (n=485), aimed to assess the genetic and environmental effects on brain structure (age 7) and development (ages 7-14) in these regions. Heritability estimates varied across brain regions, with all regions showing genetic influence (ranging from 18 % to 59 %) with additional shared environmental factors affecting the primary motor cortex (30 %), somatosensory cortex (35 %), DLPFC (5 %), TPJ (17 %), STS (17 %), precuneus (10 %), hippocampus (22 %), amygdala (5 %), and nucleus accumbens (10 %). Surface area was more genetically driven (38 %) than cortical thickness (14 %). Longitudinal brain changes were primarily driven by genetics (ranging from 1 % to 29 %), though shared environment factors (additionally) influenced the somatosensory cortex (11 %), DLPFC (7 %), cerebellum (28 %), TPJ (16 %), STS (20 %), and hippocampus (17 %). These findings highlight the importance of further investigating brain-behavior associations and the influence of enriched and deprived environments from childhood to adolescence. Ultimately, our study can provide insights for interventions aimed at supporting children's development.

Effects of COVID-19 pandemic on structural brain development in early adolescence.

The COVID-19 pandemic caused a global health crisis with large behavioral effects and serious stress and social consequences. Particularly, teenagers suffered pandemic-related social restrictions including school closures. This study examined whether and how structural brain development was influenced by the COVID-19 pandemic and whether pandemic length was associated with accumulating or resilience effects of brain development. We investigated structural changes in social brain regions (medial prefrontal cortex: mPFC; temporoparietal junction: TPJ) as well as the stress-related hippocampus and amygdala, using a longitudinal design of 2 MRI waves. We selected two age-matched subgroups (9-13 years old), one was tested before (n = 114) and the other during (peri-pandemic group, n = 204) the COVID-19 pandemic. Results indicated that teenagers in the peri-pandemic group showed accelerated development in the mPFC and hippocampus compared to the before-pandemic group. Furthermore, TPJ growth showed immediate effects followed by possibly subsequent recovery effects that returned to a typical developmental pattern. No effects were observed for the amygdala. The findings of this region-of-interest study suggest that experiencing the COVID-19 pandemic measures had accelerating effects on hippocampus and mPFC development but the TPJ showed resilience to negative effects. Follow-up MRI assessments are needed to test acceleration and recovery effects over longer periods.

Social media use and the not-so-imaginary audience: Behavioral and neural mechanisms underlying the influence on self-concept.

We investigated behavioral and neural mechanisms in the relation between social media use (SMU) and self-concept, as well as longitudinal developmental outcomes. Adolescents and young adults (N = 150, 11-21 years old at T1) rated themselves on 60 traits in the academic, physical and prosocial domain, and also indicated how they thought peers would judge them (reflected-peer-judgements). Longitudinal questionnaires (1- and 2-year follow-up) were collected to assess positive (prosocial behavior, self-concept clarity) and negative (clinical symptoms) long-term outcomes. Results indicated that heavier self-reported SMU was linked with lower difference scores between self-judgements and reflected-peer-judgements. Lower SMU was related to more positive ratings from self-judgements vs. reflected-peer-judgements. SMU was also associated with less positive self-concept, particularly in the academic domain (boys and girls) and physical domain (girls). Neurally, increased SMU was linked to heightened mPFC-activity during self-judgements compared to reflected-peer-judgements, and increased activity during physical compared to academic and prosocial self-judgements. Longitudinal analyses indicated no evidence for long-term effects of social media use, self/reflected-peer-difference scores and mPFC-activity on clinical symptoms, prosocial behavior or self-concept clarity. This study highlights the complex relationship between social media use and wellbeing and future research is needed to confirm the lack of long-term effects.

The neural correlates of academic self-concept in adolescence and the relation to making future-oriented academic choices.

This study examined the role of brain regions involved in academic self-evaluation in relation to problems with study orientation. For this purpose, 48 participants between ages 14-20 years evaluated themselves on academic traits sentences in an fMRI session. In addition, participants completed an orientation to study choice questionnaire, evaluated the importance of academic traits, and completed a reading and shortened IQ test as an index of cognitive performance. Behavioral results showed that academic self-evaluations were a more important predictor for problems with study orientation compared to subjective academic importance or academic performance. On a neural level, we found that individual differences in the positivity of academic self-evaluations were reflected in increased precuneus activity. Moreover, precuneus activity mediated the relation between academic self positivity and problems with study orientation. Together, these findings support the importance of studying academic self-concept and its neural correlates in the educational decision-making process.

Separable neural mechanisms contribute to feedback processing in a rule-learning task.

To adjust performance appropriately to environmental demands, it is important to monitor ongoing action and process performance feedback for possible errors. In this study, we used fMRI to test whether medial prefrontal cortex (PFC)/anterior cingulate cortex (ACC) and dorsolateral (DL) PFC have different roles in feedback processing. Twenty adults completed a rule-switch task in which rules had to be inferred on the basis of positive and negative feedback and the rules could change unexpectedly. Negative feedback resulted in increased activation in medial PFC/ACC and DLPFC relative to positive feedback, but the regions were differentially active depending on the type of negative feedback. Whereas medial PFC/ACC was most active following unexpected feedback indicating that prior performance was no longer correct, DLPFC was most active following negative feedback that was informative for correct behavior on the next trial. The current findings show that inconsistent results about the role of prefrontal cortex regions in feedback processing are most likely associated with the informative value of the performance feedback. The results are consistent with the hypothesis that medial PFC/ACC is important for signaling expectation violation whereas DLPFC is important for goal-directed actions.

The neural signature of self-concept development in adolescence: The role of domain and valence distinctions.

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 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 striatum activation 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.

Increased striatal activity in adolescence benefits learning.

Adolescence is associated with enhanced striatal activity in response to rewards. This has been linked to increased risk-taking behavior and negative health outcomes. However, striatal activity is also important for learning, yet it is unknown whether heightened striatal responses in adolescence also benefit cognitive learning performance. In this longitudinal fMRI study (736 scans spanning 5 years in participants ages 8-29), we investigate whether adolescents show enhanced striatal activity during feedback learning, and whether this enhanced activity is associated with better learning performance. Here we report that neural activity indicating sensitivity to informative value of feedback peaks in late adolescence and occurs in dorsal caudate, ventral caudate, and nucleus accumbens. Increased activity in dorsal and ventral caudate predicts better current and future learning performance. This suggests that enhanced striatal activity in adolescents is adaptive for learning and may point to adolescence as a unique life phase for increased feedback-learning performance.

Children who stutter show reduced action-related activity in the rostral cingulate zone.

Previous studies have indicated that children who stutter show not only speech-related problems, but also wider difficulties in self-control. In this study we test the novel hypothesis that children who stutter may experience difficulties with inhibitory control over voluntary actions. We used functional MRI to compare brain activity between children who stutter and children who do not stutter in a task that captures key cognitive aspects of voluntary action control. Participants performed a rolling marble task, in which they were instructed to press a key to stop a rolling marble from crashing on some of the trials (instructed action condition). They were also asked to choose voluntarily whether to execute or inhibit this prepotent response in other trials (volition condition). Children who stutter reported less motor and cognitive impulsivity and had shorter stop-signal reaction times when controlled for IQ, consistent with greater inhibition, compared to children who do not stutter. At the neural level, children who stutter showed decreased activation in the rostral cingulate zone during voluntary action selection compared to children who do not stutter. This effect was more pronounced for children who were rated as showing more stuttered syllables in the stutter screening, and was furthermore correlated with stop-signal reaction times and impulsivity ratings. These findings suggest that stuttering in childhood could reflect wider difficulties in self-control, also in the non-verbal domain. Understanding these neural mechanisms could potentially lead to more focused treatments of stuttering.

Sex steroids and brain structure in pubertal boys and girls: a mini-review of neuroimaging studies.

Puberty is an important period during development hallmarked by increases in sex steroid levels. Human neuroimaging studies have consistently reported that in typically developing pubertal children, cortical and subcortical gray matter is decreasing, whereas white matter increases well into adulthood. From animal studies it has become clear that sex steroids are capable of influencing brain organization, both during the prenatal period as well as during other periods characterized by massive sex steroid changes such as puberty. Here we review structural neuroimaging studies and show that the changes in sex steroids availability during puberty and adolescence might trigger a period of structural reorganization of grey and white matter in the developing human brain. This article is part of a Special Issue entitled: Neuroactive Steroids: Focus on Human Brain.

Brain regions involved in the learning and application of reward rules in a two-deck gambling task.

Decision-making involves the ability to choose between competing actions that are associated with uncertain benefits and penalties. The Iowa Gambling Task (IGT), which mimics real-life decision-making, involves learning a reward-punishment rule over multiple trials. Patients with damage to ventromedial prefrontal cortex (VMPFC) show deficits learning these rules, although this performance deficit is not exclusively associated with VMPFC damage. In this study, we used functional Magnetic Resonance Imaging (fMRI) to study the roles of prefrontal cortex regions involved in rule learning and rule application in healthy adults using an adapted version of the Iowa Gambling Task. Participants (N=20) were asked to infer rules over series of 16 trials in a two-deck card game. Rewards were given on each trial and punishment was unpredictable. For half of the series, those decks that gave high rewards were also better decks in the long run. For the other half of the series, the decks that gave low rewards were better decks in the long run. Behaviorally, participants started to differentiate between advantageous and disadvantageous decks after approximately four/six trials, and learning occurred faster for high-reward decks. Lateral PFC (lat-PFC) and Anterior Cingulate Coretex (ACC)/pre-supplementary motor area (pre-SMA) were most active for early decisions, whereas medial orbital frontal cortex (med-OFC) was most active for decisions made later in the series. These results suggest that lat-PFC and ACC/pre-SMA are important for directing behavior towards long-term goals, whereas med-OFC represents reward values towards which behavior should be directed.

Dissociation of response conflict, attentional selection, and expectancy with functional magnetic resonance imaging.

Two different attentional networks have been associated with visuospatial attention and conflict resolution. In most situations either one of the two networks is active or both are increased in activity together. By using functional magnetic resonance imaging and a flanker task, we show conditions in which one network (anterior attention system) is increased in activity whereas the other (visuospatial attention system) is reduced, showing that attentional conflict and selection are separate aspects of attention. Further, we distinguish between neural systems involved in different forms of conflict. Specifically, we dissociate patterns of activity in the basal ganglia and insula cortex during simple violations in expectancies (i.e., sudden changes in the frequency of an event) from patterns of activity in the anterior attention system specifically correlated with response conflict as evidenced by longer response latencies and more errors. These data provide a systems-level approach in understanding integrated attentional networks.