Desarrollo cerebral y asunción de riesgos durante la adolescencia
DOI:
https://doi.org/10.55414/kjxy0g38Palabras clave:
Adolescencia, Desarrollo cerebral, Corteza prefrontal, Asunción de riesgosResumen
La reciente utilización de técnicas de resonancia magnética ha proporcionado una información muy interesante acerca de los cambios que tienen lugar en el cerebro durante los años de la adolescencia. Estos cambios afectan fundamental a la corteza prefrontal, estructura fundamental en muchos procesos cognitivos y que experimenta un importante desarrollo a partir de la pubertad que no culmina hasta los primeros años de la adultez temprana. Otros cambios afectan al circuito mesolímbico, relacionado con la motivación y la búsqueda de recompensas, que va a verse influido por las alteraciones hormonalesasociadas a la pubertad. Como consecuencia de esas modificaciones, durante los primeros años de la adolescencia se produce un cierto desequilibrio entre ambos circuitos cerebrales, el cognitivo y el motivacional, que puede generar cierta vulnerabilidad y justificar el aumento de la impulsividad y las conductas de asunción de riesgos durante la adolescencia. Estos hallazgos y sus implicaciones prácticas para la educación y la política social son presentados y discutidos en este artículo.
Descargas
Referencias
Arnett, J. J. (1999). Adolescent Storm and Stress, Reconsidered. American Psychologist, 54, 317-326.
Baird, A.A. y Fugelsang, J.A. (2004). The emergence of consequential thought: Evidence from neuroscience. Philosophical Transactions of the Royal Society of London, Series B: Biological Sciences, 359, 1797-1804.
Bechara, A., Damasio, H. y Damasio, A.R. (2000). Emotion, decision making and the orbitofrontal cortex. Cerebral Cortex, 10, 295-307.
Bechara, A, Damasio, H. y Damasio, A. (2003). The role of the amygdala in decision-making. En The Amygdala in Brain Function: Basic and Clinical Approaches. Annals of the New York Academy of Sciences, 985, 356-369.
Bellis M.A., Downing, J. y Ashton, J.R. (2006). Adults at 12? Trends in Puberty and their public health consequences. Journal of Epidemiology and Community Health, 60, 910-911.
Blakemore, S. y Frith, U. (2005). The learning brain. Oxford: Blackwell Publishing. (Edición en castellano: Cómo aprende el cerebro: las claves para la educación. Barcelona: Ariel).
Blakemore, S. y Choudhury, S. (2006). Development of the adolescent brain: Implications for executive function and social cognition. Journal of Child Psychology and Psychiatry, 47, 296-312.
Bjork, J.M., Knutson, B., Fong, G.W., Cag-giano, D.M., Bennett, S.M. y Hommer, D. (2004). Incentive-elicited brain activation in adolescents: Similarities and differences from young adults. Journal of Neuroscience, 24, 1793-1802.
Burunat, E (2004). El desarrollo del sustrato neurobiológico de la motivación y emoción en la adolescencia: ¿un nuevo período crítico? Infancia y Aprendizaje, 27, 87-104.
Carey, S., Diamond, R., y Woods, B. (1980). The development of face recognition-A maturational component? Developmen-tal Psychology, 16, 257-269.
Casco, F.J. y Oliva, A. (2005). Ideas sobre la adolescencia entre padres, profesores, adolescentes y personas mayores. Apuntes de Psicología, 22, 171-185.
Chambers, R.A., Taylor, J.R. y Potenza, M.N. (2003). Developmental neurocircuitry of motivation in adolescence: A critical period of addiction vulnerability. American Journal of Psychiatry, 160, 1041-1052.
Damasio, A. (1994). Descartes’s Error. Emotion, Reason, and the Human Brain. Nueva York: P. Putnam’s Sons (Edición en castellano: El error de Descartes. La emoción, la razón y el cerebro humano. Barcelona: Crítica).
Durston, S., Davidson, M.C., Tottenham, N.T., Galvan, A.,Spicer, J., Fossella, J.A. y Casey, B.J. (2006). A shift from diffuse to focal cortical activity with development. Developmental Science, 9, 1-8.
Eisler, R. y Levine, D.S. (2002). Nurture, nature, and caring: We are not prisoners of our genes. Brain and Mind, 3, 9-52.
Elkind, D. (1967). Egocentrism in adolescence. Child Development, 38, 1025-1034.
Ennett, S.T., Tobler, N.S., Ringwalt, C.L. y Flewelling, R.L. (1994). How effective is drug abuse resistance education? A meta-analysis of Project DARE outcome evaluations. American Journal of Public Health, 84, 1394-1401.
Erikson, E. H. (1968). Identity: Youth and Crisis. Nueva York: Norton.
Ernst, M., Pine, D.S. y Hardin, M. (2006). Triadic model of the neurobiology of motivated behavior in adolescence. Psychological Medicine, 36, 299–312.
Eshel, N., Nelson, E.E., Blair, R.J., Pine, D.S. y Ernst, M. (2007). Neural substrates of choice selection in adults and adolescents: Development of the ventrolateral prefrontal and anterior cingulated cortices. Neuropsychologia, 45, 1270-1279.
Frith, U. y Frith, C.D. (2003). Development and neurophysiology of mentalizing. Philosophical Transactions of the Royal Society of London, Series B, Biological Sciences, 358, 459-473.
Galvan, A., Hare, T., Parra, C.E., Penn, J., Voss, H., Glover, G. y Casey, B.J. (2006). Earlier development of the accumbens relative to the orbitofrontal cortex might underlie risk-taking behavior in adolescents. The Journal of Neuroscience, 26, 6885-6892.
Galvan, A., Hare, T. Voss, H., Glover, G. y Casey, B.J. (2007). Risk-Taking and the adolescent brain: Who is at risk? Developmental Science, 10, 8-14.
Gardner, M. y Steinberg, L. (2005). Peer influence on risk-taking, risk preference, and risky decision-making in adolescence and adulthood: An experimental study. Developmental Psychology, 41, 625-635.
Giedd, J.N., Blumenthal, J., Jeffries, N.O., Castellanos, F.X., Liu, H., Zijdenbos, A., Paus, T. Evans, A.C. y Rapoport, J.L. (1999). Brain development during childhood and adolescence: A longitudinal MRI study. Nature Neuroscience, 2, 861-863.
Gogtay, N., Giedd, J.N., Lusk, L., Hayashi, K.M., Greenstein, D., Vaituzis, C., Nugent, T.F., Herman, D.H., Classen, L., Toga, A.W., Rapoport, J.L. y Thompson, P.M. (2004). Dynamic mapping of human cortical development during childhood through early adulthood. Proceedings of the National Academy of Sciences of the USA, 101, 8174-8179.
Goldberg, E. (2001). The executive brain: Frontal lobes and the civilized mind. Nueva York: Oxford University Press-
Graber, J.A. y Brooks-Gunn, J. (1996). Transitions and turning points: Navigating the passage from childhood through adolescence. Developmental Psychology, 32, 768-776.
Halpern-Felsher, B. y Cauffman E. (2001). Costs and benefits of a decision: Decision making competence in adolescents and adults. Journal of Applied Developmental Psychology, 22, 257-273.
Hubel, D.H. y Wiesel, T.N. (1962) Receptive fields, binocular interaction and functional architecture in the cat’s visual cortex. Journal of Physiology, 160, 106-154.
Huttenlocher, P.R. (1979). Synaptic density in human frontal cortex developmental changes and effects of aging. Brain Research, 163, 195-205.
Inhelder, B. y Piaget, J. (1955): De la logique de l’enfant à la logique de l’adolescence. Paris: P.U.F. (Edición en castellano: De la lógica del niño a la lógica del adolescente, Buenos Aires: Paidós, 1972).
Jessor, R. (1998). New perspectives in adolescent risk behavior. Cambridge: Cambridge University Press.
Klenberg, L., Korkman, M. y Nuuttila, P.L. (2001). Differential development of attention and executive functions in 3-to-12 years-old Finish children. Developmental Neuropsychology, 20, 407-428.
Kuhl, P.K., Williams, K.A., Lacerda, F., Stevens, K.N. y Lindblom, B. (1992). Linguistic experience alters phonetic perception in infants six months of age. Science, 255, 606-608.
Larson, R. y Richards, M.H. (1994). Divergent realities: The emotional lives of fathers, mothers, and adolescents. Nueva York: Basic Books.
Laursen, B., Coy, K. C. y Collins, W. A. (1998). Reconsidering changes in parent-child conflict across adolescence: A meta-analysis. Child Development, 69, 817-832.
León-Carrión, J., García-Orza, J. y Pérez-Santamaría, F.J. (2004). Development of the inhibitory component of the executive functions in children and adolescents. International Journal of Neuroscience, 114, 445-457.
Lightfoot, C. (1997). The culture of adolescent risk-taking. Nueva York: The Guilford Press.
Luna, B., Thulborn, K.R., Munoz, D.P., Me-rriam, E.P., Garver, K.E., Minshew, N.J., et al. (2001). Maturation of widely distributed brain function subserves cognitive development. NeuroImage, 13, 786-793.
Luria, A.R. (1966). Human brain and psychological processes. Nueva York: Harper & Row.
McGivern, R. Anderson, J., Byrd, D., Mutter, K. y J. Reilly (2002). Cognitive efficiency on a match to sample task decreases at the onset of puberty in children. Brain and Cognition, 50, 73-89 .
Mendel, J., Turkheimer, E. y Emery, R.E. (2007). Detrimental psychological outcomes associated with early pubertal timing in adolescent girls. Developmental Review, 27, 151-171.
Moffitt, T.E., Caspi, A., Belsky, J. y Silva, P.A. (1992). Childhood experience and the onset of menarche: A test of a socio-biological model. Child Development, 63, 47-58.
Mora, F. (2006). Los laberintos del placer en el cerebro humano. Madrid: Alianza Editorial.
Nelson, E., Leibenluft, E., McClure, E. y Pine, D. (2005). The social reorientation of adolescence: A neuroscience perspective on the process and its relation to psychopathology. Psychological Medicine, 35, 163-174.
Ochsner, K.N. (2004). Current directions in social cognitive neuroscience. Current Opinion in Neurobiology, 14, 254-258.
Oliva, A. (2003). Adolescencia en España a principios del siglo XXI. Cultura y Educación, 15, 373-383.
Oliva, A. (2004). La adolescencia como riesgo y oportunidad. Infancia y Aprendizaje, 27, 115-122.
Oliva, A., Parra, A. y Sánchez- Queija, I. (en prensa). Consumo de sustancias durante la adolescencia: trayectorias evolutivas y consecuencias para el ajuste psicológico. International Journal of Clinical and Health Psychology, 8 (1).
Parra, A. y Oliva, A. (2007). Una mirada longitudinal y transversal sobre los conflictos entre madres y adolescentes. Estudios de Psicología, 28, 93-107.
Perry, B.D. (2002). Childhood experience and the expression of genetic potential: What childhood neglect tells us about nature and nurture. Brain and Mind, 3, 79-100.
Reyna, V.F. y Farley, F. (2006). Risk and rationality in adolescent decision making: Implications for theory, practice, and public policy. Psychological Science in the Public Interest, 7, 1-44.
Romeo, R.D., Richardson, H.N. and Sisk, C.L. (2002). Puberty and the maturation of the male brain and sexual behavior: A recasting of behavioral potentials. Neuroscience and Biobehavioral Reviews, 26, 379-389.
Romeo, R.D. y McEwen, B. S. (2006) Stress and the adolescent brain. Annals of the New York Academy of Sciences, 1094, 202–214.
Romer, D. y Hennessy, M. (2007). A biosocial-affect model of adolescent sensation seeking: The role of affect evaluation and peer-group influence in adolescent drug use. Prevention Science, 8, 89-101.
Rubia, F. (2004). La corteza prefrontal, órgano de la civilización. Revista de Occidente, 272, 88-97.
Sadurní, M. y Rostán, C. (2004). La importancia de las emociones en los periodos sensibles del desarrollo. Infancia y Aprendizaje, 27, 105-114.
Shedler, J. y Block, J. (1990). Adolescent drug use and psychological health: A longitudinal study. American Psychologist, 45, 612-630.
Schoenbaum, G. y Setlow, B. (2003). Lesions of nucleus accumbens disrupt acquisition of odor-guided discriminations and reversals. The Journal of Neuroscience, 23, 9833-9841.
Schore, R. (1994). Affect regulation and the origin of the self. Hillsdale, NJ: Erlbaum.
Spear L.P. (2000). The adolescent brain and age-related behavioral manifestations. Neuroscience and Biobehavioral Reviews, 24, 417-463.
Spear, L.P. (2002). Alcohol’s effects on adolescents. Alcohol Research & Health, 26, 287-291.
Spear, L.P. (2007a). The psychobiology of adolescence. En K. Kline (Ed.), Authoritative Communities: The Scientific Case for Nurturing Children in Body, Mind, and Spirit. Nueva York: Springer Publishing.
Spear, L.P. (2007b). The developing brain and adolescent-typical behavior patterns: An evolutionary approach. En E. Walker, J. Bossert y D. Romer (Eds.), Adolescent Psychopathology and the Developing Brain: Integrating Brain and Prevention Science. Oxford: Oxford University Press.
Steinberg, L. (2004). Risk taking in adolescence: What changes, and why? Annual New York Academy of Sciences,1021, 51-58.
Steinberg L. (2005). Cognitive and affective development in adolescence. Trends in Cognitive Sciences, 9, 69-74.
Steinberg, L. (2007). Risk-taking in adolescence: New perspectives from brain and behavioral science. Current Directions in Psychological Science, 16, 55-59.
Swanson, H. L. (1999). What develops in working memory? A life span perspective. Developmental Psychology, 35, 986.
Tarazi, F.I., Tomasini, E.C. y Baldessarini, R.J. (1999). Postnatal development of dopamine D1-like receptors in rat cortical and striatolimbic brain regions: An autoradiographic study. Developmental Neuroscience, 21, 43-49.
Trevarthen, C. y Aitken, K. J. (2003). Regulation of brain development and agerelated changes in infants’ motives: The developmental function of regressive periods. En M. Heimann (Ed.), Regression Periods In Human Infancy (págs. 107-184). Mahwah, NJ: Erlbaum.
van Leijenhorst, L., Crone, E.A., y Bunge, S.A. (2006). Neural correlates of developmental differences in risk estimation and feedback processing. Neuropsychologia, 44, 2158-2170.
Weinberger, D.R., Elvevag, B. y Giedd, J.N. (2005). The adolescent brain: A work in progress. Washington, DC: National Campaign to Prevent Teen Pregnancy.
Weinstein, N.D., Slovic, P. y Gibson, G. (2004). Accuracy and optimism in smokers’ beliefs about quitting. Nico-tine & Tobacco Research, 6 (3), 375-380.
West, L. y O’Neal, K.K. (2004). Project D.A.R.E. Outcome Effectiveness Revisited. American Journal of Public Health, 94, 1027-1029
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2007 Apuntes de Psicología
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
