Bates Kathryn E, Pollmann Ayla, Kievit Rogier A, Fuhrmann Delia
Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, United Kingdom.
Cognitive Neuroscience Department, Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Center, Nijmegen, The Netherlands.
Imaging Neurosci (Camb). 2025 Jun 6;3. doi: 10.1162/IMAG.a.27. eCollection 2025.
Early adolescence is a dynamic period of social and brain development amid rapid hormonal and puberty changes. We examined how differences and changes in positive social experiences and cortical thickness co-develop from age 9-11 and 11-13 years in the ABCD cohort (N~12,000). We used bivariate latent change score models to capture cortical development (modeling mean whole-brain cortical thickness) and positive social experiences (modeling caregiver monitoring, family cohesion, prosocial behavior, number of friends, school engagement, school involvement, and neighborhood safety). We found evidence for correlated change, such that a greater reduction in positive social experiences was associated with a greater decrease in cortical thickness (est = 2.54SE = .54, z = 4.74,< .001, standardized effect size = .08), which did not differ between males and females in early and late puberty stages. We found mixed evidence for sex-specific relationships between puberty stage and social experiences, highlighting the need to better understand males' puberty and social experiences in early adolescence. The evidence supports a transactional model of development in that positive social experiences and cortical thickness change together throughout early adolescence. The findings also highlight the importance of supporting youth in early adolescence through school transitions.
青春期早期是一个社会和大脑快速发育的动态时期，同时伴随着激素和青春期的迅速变化。我们研究了在青少年大脑认知发展（ABCD）队列（N≈12,000）中，9至11岁和11至13岁期间积极社会经历与皮质厚度的差异和变化是如何共同发展的。我们使用双变量潜在变化分数模型来捕捉皮质发育（对全脑皮质厚度均值进行建模）和积极社会经历（对照顾者监督、家庭凝聚力、亲社会行为、朋友数量、学校参与度、学校参与情况和社区安全进行建模）。我们发现了相关变化的证据，即积极社会经历的更大减少与皮质厚度的更大下降相关（估计值=2.54，标准误=.54，z = 4.74，p <.001，标准化效应量=.08），这在青春期早期和晚期的男性和女性中没有差异。我们发现青春期阶段与社会经历之间的性别特异性关系存在混合证据，这突出了更好地理解青春期早期男性的青春期和社会经历的必要性。证据支持一种发展的交互模型，即积极社会经历和皮质厚度在整个青春期早期共同变化。研究结果还强调了在学校过渡期间支持青春期早期青少年的重要性。
