Developmental change in speed of processing during childhood and adolescence.

1991 ◽  
Vol 109 (3) ◽  
pp. 490-501 ◽  
Author(s):  
Robert Kail
Author(s):  
Leo Sher

Abstract Adolescent suicide research has mostly focused on demographic risk factors. Such studies focus on who is at risk, but do not explain why certain adolescents are at risk for suicide. Studies of the neurobiology of adolescent suicide could clarify why some youths are more suicidal than others and help to find biological markers of suicidal behavior in teenagers. Over the past decade the role of brain-derived neurotrophic factor (BDNF) in the pathophysiology of suicidal behavior has attracted significant attention of scientists. BDNF is involved in the pathophysiology of many psychiatric disorders associated with suicidal behavior including depression, post-traumatic stress disorder, schizophrenia, and obsessive-compulsive disorder. BDNF dysregulation could be associated with increased suicidality independently of psychiatric diagnoses. BDNF plays an important role in the regulation and growth of neurons during childhood and adolescence. Prominent among the brain regions undergoing developmental change during adolescence are stressor-sensitive areas. The serotonin dysfunction found in adolescent and adult suicidal behavior could be related to the low level of BDNF, which impedes the normal development of serotonin neurons during brain development. BDNF dysfunction could play a more significant role in the pathophysiology of psychiatric disorders and suicidal behavior in adolescents than in adults. Treatment-induced enhancement in the BDNF function could reduce suicidal behavior secondary to the improvement in psychiatric pathology or independently of improvement in psychiatric disorders. It is interesting to hypothesize that BDNF could be a biological marker of suicidal behavior in adolescents or in certain adolescent populations.


Author(s):  
Julie C. Markant ◽  
Kathleen M. Thomas

While key aspects of neural development occur prenatally in humans, the brain continues to show significant development postnatally. In this chapter, we review several aspects of brain development that continue well into childhood and adolescence. First, we discuss the continued sculpting of synaptic connections, including the extension of axons and dendrites, neurotransmitter function, synaptic pruning, and myelination. Second, we examine noninvasive indices of structural brain development, including regional volume and connectivity in the brain that may be more easily linked to changes in child behavior across development. Third, we briefly discuss broad developmental changes in functional activity of the brain and connectivity across regions. Finally, we discuss the evidence for postnatal neurogenesis, a relatively new discovery in postnatal brain development. We conclude that although prenatal events of brain development are critical, postnatal sculpting of the brain continues to play a central role in individual differences in behavior and developmental change.


2020 ◽  
Author(s):  
Hao-Ming Dong ◽  
Daniel S. Margulies ◽  
Xi-Nian Zuo ◽  
Avram J. Holmes

AbstractThe transition from childhood to adolescence is marked by pronounced shifts in brain structure and function that coincide with the development of physical, cognitive, and social abilities. Prior work in adult populations has characterized the topographical organization of cortex, revealing macroscale functional gradients that extend from unimodal (somato/motor and visual) regions through the cortical association areas that underpin complex cognition in humans. However, the presence of these core functional gradients across development as well as their maturational course have yet to be established. Here, leveraging 378 resting-state fMRI scans from 190 healthy individuals aged 6-17 years, we demonstrate that the transition from childhood to adolescence is reflected in the gradual maturation of gradient patterns across the cortical sheet. In children, the overarching organizational gradient is anchored within unimodal cortex, between somato/motor and visual territories. Conversely, in adolescence the principal gradient of connectivity transitions into an adult-like spatial framework, with the default network at the opposite end of a spectrum from primary sensory and motor regions. The observed gradient transitions are gradually refined with age, reaching a sharp inflection point in 13- and 14-year-olds. Functional maturation was nonuniformly distributed across cortical networks. Unimodal networks reached their mature positions early in development, while association regions, in particular medial prefrontal cortex, reached a later peak during adolescence. These data reveal age-dependent changes in the macroscale organization of cortex and suggest the scheduled maturation of functional gradient patterns may be critically important for understanding how cognitive and behavioral capabilities are refined across development.SignificanceHuman abilities and behavior change dramatically across development, emerging from a cascade of hierarchical changes in brain circuitry. Here, we describe age-dependent shifts in the macroscale functional organization of cortex in childhood and adolescence. The characterization of functional connectivity patterns in children revealed an overarching organizational framework anchored within unimodal cortex, between somato/motor and visual regions. Conversely, in adolescents we observed a transition into an adult-like gradient that situates the default network at the opposite end of a spectrum from primary sensory and motor regions. This spatial framework emerged gradually with age, reaching a sharp inflection point at the transition from childhood to adolescence. These data reveal the presence of a developmental change from a functional motif first dominated by the distinction between sensory and motor systems, and then balanced through interactions with later-maturing aspects of association cortex that support more abstract cognitive functions.


2019 ◽  
Author(s):  
David C. Gruskin ◽  
Monica D. Rosenberg ◽  
Avram J. Holmes

ABSTRACTAffective disorders such as major depression are common but serious illnesses characterized by altered processing of emotional information. Although the frequency and severity of depressive symptoms increase dramatically over the course of childhood and adolescence, much of our understanding of their neurobiological bases comes from work characterizing adults’ responses to static emotional information. As a consequence, relationships between depressive brain phenotypes and naturalistic emotional processing, as well as the manner in which these associations emerge over the lifespan, remain poorly understood. Here, we apply static and dynamic inter-subject correlation analyses to examine how brain function is associated with clinical and non-clinical depressive symptom severity in 112 children and adolescents (7-21 years old) who viewed an emotionally evocative clip from the film Despicable Me during functional MRI. Our results reveal that adolescents with greater depressive symptom severity exhibit atypical fMRI responses during movie viewing, and that this effect is stronger during less emotional moments of the movie. Furthermore, adolescents with more similar item-level depressive symptom profiles showed more similar brain responses during movie viewing. In contrast, children’s depressive symptom severity and profiles were unrelated to their brain response typicality or similarity. Together, these results indicate a developmental change in the relationships between brain function and depressive symptoms from childhood through adolescence. Our findings suggest that depressive symptoms may shape how the brain responds to complex emotional information in a dynamic manner sensitive to both developmental stage and affective context.


PLoS ONE ◽  
2021 ◽  
Vol 16 (7) ◽  
pp. e0254009
Author(s):  
Alexandra O. Robertson ◽  
Valerija Tadić ◽  
Jugnoo S. Rahi

Background Childhood visual impairment (VI) has a profound impact on many aspects of childhood and adolescence. This is well-documented in cross-sectional and/or quantitative studies utilizing self-report instruments which compare children with and without VI. Young people’s views on the experience of growing up with VI as a developmental, change-driven process remain largely unexplored. Methods As part of our broader research programme on quality of life of visually impaired children and young people in the United Kingdom, in-depth, semi-structured interviews were conducted between March and June 2015, with a stratified sample of 17 young people with VI, aged 16–19 years. An age-sensitive, empirically-based topic guide encouraged retrospective reflections on participants’ experiences of growing up with VI, including age-normative and vision-specific challenges. Results Descriptions of growing up with VI largely centered on an overarching higher-order theme labelled becoming me. Four themes representing everyday activities, attitudes, preferences and perceptions in relation to i) social relationships, ii) independence and responsibilities, iii) the future, and iv) rising to challenges emerged and were used by participants in their description of three stages in which they developed a sense of self: i) laying the foundations, ii) testing the waters, and iii) this is me. Differences in manifestation of VI influenced how young people made sense of their experiences and their sense of self. Conclusions Findings are discussed in relation to normative and vision-specific changes in psychosocial development during adolescence, including the development of identity. They highlight the need for ongoing monitoring of subjective well-being in a clinical population with a unique early life course trajectory.


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