Neural connectivity underlying adolescent social learning in sibling dyads

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dc.contributor.authorRogers, Christy R.en
dc.contributor.authorFry, Cassidy M.en
dc.contributor.authorLee, Tae-Hoen
dc.contributor.authorGalvan, Michaelen
dc.contributor.authorGates, Kathleen M.en
dc.contributor.authorTelzer, Eva H.en
dc.date.accessioned2022-12-13T13:13:29Zen
dc.date.available2022-12-13T13:13:29Zen
dc.date.issued2022-11-02en
dc.date.updated2022-12-13T03:08:40Zen
dc.description.abstractSocial learning theory posits that adolescents learn to adopt social norms by observing the behaviors of others and internalizing the associated outcomes. However, the underlying neural processes by which social learning occurs is less well-understood, despite extensive neurobiological reorganization and a peak in social influence sensitivity during adolescence. Forty-four adolescents (Mage = 12.2 years) completed an fMRI scan while observing their older sibling within four years of age (Mage = 14.3 years) of age complete a risky decision-making task. Group iterative multiple model estimation (GIMME) was used to examine patterns of directional brain region connectivity supporting social learning. We identified group-level neural pathways underlying social observation including the anterior insula to the anterior cingulate cortex and mentalizing regions to social cognition regions. We also found neural states based on adolescent sensitivity to social learning via age, gender, modeling, differentiation, and behavior. Adolescents who were more likely to be influenced elicited neurological up-regulation whereas adolescents who were less likely to be socially influenced elicited neurological down-regulation during risk-taking. These findings highlight patterns of how adolescents process information while a salient influencer takes risks, as well as salient neural pathways that are dependent on similarity factors associated with social learning theory.en
dc.description.versionPublished versionen
dc.format.extentPages 1007-1020en
dc.format.mimetypeapplication/pdfen
dc.identifier.doihttps://doi.org/10.1093/scan/nsac025en
dc.identifier.eissn1749-5024en
dc.identifier.issn1749-5016en
dc.identifier.issue11en
dc.identifier.orcidLee, Tae-Ho [0000-0001-6458-0620]en
dc.identifier.other6554423 (PII)en
dc.identifier.pmid35348787en
dc.identifier.urihttp://hdl.handle.net/10919/112862en
dc.identifier.volume17en
dc.language.isoenen
dc.publisherOxford University Pressen
dc.relation.urihttps://www.ncbi.nlm.nih.gov/pubmed/35348787en
dc.rightsCreative Commons Attribution-NonCommercial-NoDerivatives 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en
dc.subjectAdolescenceen
dc.subjectfMRIen
dc.subjectRisk takingen
dc.subjectSiblingsen
dc.subjectSocial learningen
dc.subjectPediatricen
dc.subjectMental healthen
dc.subject.meshBrainen
dc.subject.meshHumansen
dc.subject.meshMagnetic Resonance Imagingen
dc.subject.meshBrain Mappingen
dc.subject.meshAdolescent Behavioren
dc.subject.meshRisk-Takingen
dc.subject.meshSiblingsen
dc.subject.meshAdolescenten
dc.subject.meshSocial Learningen
dc.titleNeural connectivity underlying adolescent social learning in sibling dyadsen
dc.title.serialSocial Cognitive and Affective Neuroscienceen
dc.typeArticle - Refereeden
dc.type.dcmitypeTexten
dc.type.otherJournal Articleen
dcterms.dateAccepted2022-03-23en
pubs.organisational-group/Virginia Techen
pubs.organisational-group/Virginia Tech/Scienceen
pubs.organisational-group/Virginia Tech/Science/Psychologyen
pubs.organisational-group/Virginia Tech/All T&R Facultyen
pubs.organisational-group/Virginia Tech/Science/COS T&R Facultyen

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