Why teens take risks ... : a neurocognitive analysis of developmental changes and individual differences in decision-making under risk

The research described in this thesis aimed to gain insight in risky behavior in adolescence, by examining the development of decision-making in relation to brain development. Chapter 1 describes two existing possible explanations for adolescent risky behavior, the first explanation focuses on the development of cognitive control, and states that adolescents’ immature ability to control their impulses may bias them to act risky. The second explanation focuses on emotional/motivational processes, and suggests that adolescents engage in risky behavior because they respond stronger to the possible rewards associated with risks than children and adults do. Chapters 2, 3, and 7 describe studies on developmental changes in the processes that form the building blocks of more complex decision-making under risk; probability estimation, reward processing and working memory. Chapters 4, 5, and 6 explore the relative contributions of reward sensitivity and cognitive control to decision-making across development. This thesis shows knowledge about brain maturation can inform models of adolescent risky behavior. And that adolescent risk-taking can be explained as the consequence of the earlier maturation of reward related relative to cognitive control related brain circuitry.LEI Universiteit LeidenDevelopmental pathways of social-emotional and cognitive functioning - ou

Neural correlates of coherence-break detection during reading of narratives

Article / Letter to editorInstituut Pedagogische Wetenschappe

Hanging Out With the Right Crowd: Peer Influence on Risk‐Taking Behavior in Adolescence

Peer influence plays a key role in the increase of risk‐taking behavior during adolescence. However, its underlying processes are not fully understood. This study examined the effects of social norms, conveyed through peer advice, on risk‐taking behavior in 15‐ to 17‐year‐old adolescents (N = 76). Participants played a card‐guessing task alone and with online peer advice. Results showed that risk‐taking increased in the presence of peers. The results further showed that adolescents took into account the uncertainty associated with gambles, as well as the social norms conveyed by peers. Our findings suggest that peers are most influential in uncertain situations and demonstrate the value of a social norms approach in examining the processes underlying peer effects.Pathways through Adolescenc

Cooperation of Helix Insertion and Lateral Pressure to Remodel Membranes

Nature has developed different protein mediated mechanisms to remodel cellular membranes. One of the proteins that is implicated in these processes is α-synuclein (αS). Here we investigate if besides αS's membrane bound amphipathic helix the disordered, solvent exposed tail of the protein contributes to membrane reshaping. We produced αS variants with elongated or truncated disordered solvent exposed domains. We observe a transformation of opaque multi lamellar vesicle solutions into nonscattering solutions containing smaller structures upon addition of all αS variants. Experimental data combined with model calculations show that the cooperation of helix insertion and lateral pressure exerted by the disordered domain makes the full length protein decidedly more efficient in membrane remodeling than the truncated version. Using disordered domains may not only be cost-efficient, it may also add a new level of control over vesicle fusion/fission by expansion or compaction of the domain

Neural correlates of coherence-break detection during reading of narratives

Development Psychopathology in context: schoo

Effects of social-cognitive processing demands and structural importance on narrative recall: Differences between children, adolescents, and adults

This study examined the contributions of developmental changes in social-cognitive ability throughout adolescence to the development of narrative comprehension. We measured the effects of sensitivity to the causal structure of narratives and of sensitivity to differences in social-cognitive processing demands on narrative recall by children (8–10 years old), adolescents (13–15 years old), and adults (19–21 years old). Generalized mixed-effects models for dichotomous variables revealed that social-cognitive processing demands of story elements predicted differences in narrative recall between the age groups, over and above the causal importance of story elements. Children's and adolescents' recall of the narrative differed from that of adults, and these differences were most apparent for social-cognitive aspects of the narrative. These findings suggest that immature social-cognitive abilities limit narrative comprehension in childhood and adolescence and, in doing so, contribute to our understanding of the interaction between reader characteristics and text characteristics in the development of narrative comprehension.Development Psychopathology in context: schoo