A cognitive-computational account of mood swings in adolescence.

Autor: Gregorová K; Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital, Würzburg 97080, Germany; Department of Psychology, Julius-Maximilians-Universität, Würzburg 97070, Germany; German Center of Prevention Research on Mental Health, Würzburg 97080, Germany., Eldar E; Department of Psychology, Hebrew University of Jerusalem, Jerusalem 9190501, Israel; Department of Cognitive & Brain Sciences, Hebrew University of Jerusalem, Jerusalem 9190501, Israel., Deserno L; Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital, Würzburg 97080, Germany; Department of Psychology, Julius-Maximilians-Universität, Würzburg 97070, Germany; Department of Cognitive & Brain Sciences, Hebrew University of Jerusalem, Jerusalem 9190501, Israel; Department of Psychiatry and Psychotherapy, Technical University of Dresden, Dresden 01069, Germany., Reiter AMF; Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital, Würzburg 97080, Germany; Department of Psychology, Julius-Maximilians-Universität, Würzburg 97070, Germany; German Center of Prevention Research on Mental Health, Würzburg 97080, Germany; Collaborative Research Centre 940 Volition and Cognitive Control, Technical University of Dresden, Dresden 01069, Germany. Electronic address: andrea.reiter@uni-wuerzburg.de.
Jazyk: angličtina
Zdroj: Trends in cognitive sciences [Trends Cogn Sci] 2024 Apr; Vol. 28 (4), pp. 290-303. Date of Electronic Publication: 2024 Mar 18.
DOI: 10.1016/j.tics.2024.02.006
Abstrakt: Teenagers have a reputation for being fickle, in both their choices and their moods. This variability may help adolescents as they begin to independently navigate novel environments. Recently, however, adolescent moodiness has also been linked to psychopathology. Here, we consider adolescents' mood swings from a novel computational perspective, grounded in reinforcement learning (RL). This model proposes that mood is determined by surprises about outcomes in the environment, and how much we learn from these surprises. It additionally suggests that mood biases learning and choice in a bidirectional manner. Integrating independent lines of research, we sketch a cognitive-computational account of how adolescents' mood, learning, and choice dynamics influence each other, with implications for normative and psychopathological development.
Competing Interests: Declaration of interests No interests are declared.
(Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)
Databáze: MEDLINE
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