Social cognition in adolescence: Social rejection and theory of mind

IF 1.7 3区 心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH Psicologia Educativa Pub Date : 2015-12-01 DOI:10.1016/j.pse.2015.08.004
Catherine L. Sebastian
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引用次数: 19

Abstract

Neuroimaging studies have shown continued structural and functional development in neural circuitry underlying social and emotional behaviour during adolescence. This article explores adolescent neurocognitive development in two domains: sensitivity to social rejection and Theory of Mind (ToM). Adolescents often report hypersensitivity to social rejection. The studies presented here suggest that this is accompanied by reduced responses in brain regions involved in emotion regulation. Studies on social rejection in adolescents with autism spectrum conditions will also be discussed. ToM is another social cognitive domain which undergoes neurocognitive development between adolescence and adulthood. ToM refers to the ability to understand others’ thoughts and intentions. Neuroimaging data suggest that the ability to integrate emotional information into ToM decisions continues to develop between adolescence and adulthood. In sum, these studies demonstrate ongoing development of social and emotional cognition during adolescence at both behavioural and neural levels, providing a neurocognitive framework for understanding adolescent behaviour.

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青少年社会认知:社会排斥与心理理论
神经影像学研究表明,青春期社会和情感行为背后的神经回路在结构和功能上持续发展。本文探讨了青少年神经认知发展的两个领域:对社会排斥的敏感性和心理理论(ToM)。青少年经常报告对社会排斥极度敏感。这里提出的研究表明,这伴随着与情绪调节有关的大脑区域的反应减少。本文还将讨论自闭症谱系青少年社会排斥的研究。ToM是另一个社会认知领域,在青春期和成年期经历神经认知发展。汤姆是指理解他人想法和意图的能力。神经影像数据表明,将情感信息整合到决策中的能力在青春期和成年期持续发展。总之,这些研究证明了青少年在行为和神经水平上的社会认知和情感认知的持续发展,为理解青少年行为提供了一个神经认知框架。
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来源期刊
CiteScore
3.50
自引率
0.00%
发文量
13
审稿时长
29 weeks
期刊介绍: La Revista Psicología Educativa es una revista científico-profesional española, de carácter multidisciplinar, que promueve tanto la aportación teórica como la investigación experimental y profesional del psicólogo y profesiones afines en el ámbito educativo. Su objetivo es compartir temas de común interés en procesos cognitivos, afectivos y culturales en la adquisición de conocimiento, como en áreas de intervención e innovación educativa. Por ello invita a investigadores relacionados con el ámbito educativo (psicólogos, antropólogos, sociólogos, tecnólogos educativos, TCs) a educadores y orientadores en diversos ámbitos, a psicólogos educativos, a evaluadores, a técnicos de computación y tecnologías de la información aplicadas a la educación a enviar sus trabajos a esta revista. Psicología Educativa acepta manuscritos inéditos y originales de interés para los psicólogos y que sean una contribución al conocimiento correspondiente al ámbito de la Psicología de la Educación. Psicología Educativa publica principalmente en castellano, pero admite contribuciones originales en inglés. Revista Psicología Educativa publica principalmente en castellano, pero admite igualmente contribuciones originales en inglés. La revista admite originales libres y también puede solicitar trabajos específicos a autores relevantes. Los manuscritos originales recibidos en castellano o inglés serán sometidos al proceso de revisión externa por expertos, anónima por pares doble ciego (Peer Review). En función de las valoraciones de los expertos, el equipo directivo de la revista tomará la decisión sobre los artículos que podrán ser aceptados, rechazados o solicitadas modificaciones para la mejora de los mismos y la aceptación o rechazo definitivos. Los autores que envían su trabajo a la revista, nunca lo deben postular simultáneamente a otras publicaciones.
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