Foundational Executive Functions in Adolescence (Brain Evidence)
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Course
Adolescence: Mind and Brain
Institution
The University Of Birmingham (UBir)
A document that defines and outlines how foundational executive functions develop in adolescence. It specifically details the brain and neural evidence for these changes during adolescence.
General principles from previous lectures (e.g. face processing):
Same core regions activated across development [Klingberg et al. 2002, Kwon et al. 2002]
◦ But also… younger participants may activate additional regions [Finn et al. 2010]
Changes in activity with age
◦ Increase in task-dependent activity (BOLD signal change) with age [Klingberg et al.
2002, Kwon et al. 2002, Finn et al 2010, Crone et al. 2006]
Interactions with the network alter with age [some of the above + further reading]
Structure-function relationships
◦ [Age-dependent] relationships between brain activity, brain structure and
behavioural performance [Crone et al. 2006, Olesen et al. 2003, Tamnes et al. 2013,
Bathelt et al. 2018]
Relationship with theory
◦ Interactive Specialisation, skill learning or maturation? How can we know?
Klingberg et al. 2002
◦ Participants: N=14 aged 9-18; fMRI
◦ Task: Visuospatial WM task [vs. control task]
◦ Ppts were shown a set of sequentially presented memory targets. A circle and the
location of the circle varied and ppts had to remember the location of the circle.
There was a presentation period, followed by a delay period, followed by a probe
period. Looked at the response of whether the probe location matched the location
of the target.
fMRI results
◦ Similar fronto-parietal network activated across age – irrespective of age.
Not evidence for function.
◦ Age-related increase in activity in fronto-parietal WM regions
◦ Same core regions
◦ Age-related increase in activity
- Houdé et al. 2010 Dev Sci meta-analysis: EF tasks (including but not limited to WM)
Same core regions: Supporting evidence
Kwon et al. 2002
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