The Neural Basis of Prosocial Development in Adolescence

Despite the great value humans place on prosocial behavior (i.e. actions that
benefit others, often at cost to oneself), science has long been puzzled by its
existence (Simpson & Willer, 2008). Even though theories of kin selection
(Hamilton, 1964) and reciprocal actions (Trivers, 1971) could partially explain
the occurrence of prosocial behavior, they cannot explain why much prosocial
behavior is directed at unrelated strangers (Simpson & Willer, 2008). Recent
studies have suggested that adolescence may be an important period for the
development of prosocial behavior (Güro*lu, van den Bos, & Crone, 2014).
Adolescence is the period between ages 10-22 years during which most
individuals shift from egocentric motivations to other-oriented behavior, and
develop mature social goals. New insights have built upon an integrative
account of how interactions between brain and behavior lead to long-term
development of prosocial behavior (Crone & Dahl, 2012). In the present project,
we aim to advance our understanding of the development of prosocial behavior by
testing a new perspective on adolescent development, which argues that changes
in emotional reactivity in response to prosocial actions pose opportunities for
positive prosocial development. Specifically, we propose that the interaction
between emotional reactivity and social cognitive control (i.e. the ability to
take perspective of others) may result in adolescents* increased engagement in
prosocial behavior.

The aim of this proposal is threefold: (i) test a neuroscientific model of
prosocial development by relating neuroscience discoveries to changes in
several dimensions of prosocial development in a comprehensive study including
children, adolescents and adults, (ii) test the moderating role of context
(e.g. environmental support factors including parent and peer relations) and
individual differences (e.g. in personality), and (iii) test for prosocial
experience effects in an naturalistic test-retest study aimed at fostering
prosocial development in adolescence.

Lab visits:
This study uses a comprehensive longitudinal design combining neural activity
responses with behavioural assessments. Participants will perform computerized
tasks related to prosocial behaviour and we will measure brain activation using
functional Magnetic Resonance Imaging (fMRI) while they are performing the
tasks. We will use structural MRI and Diffusion Tensor Imaging (DTI) to measure
underlying brain anatomical processes. In addition, we will measure cognitive
functioning on a battery of tasks outside of the scanner. We will also collect
hormone measures from saliva samples. All measurements are non-invasive.

Naturalistic test-retest study:
During 6 weeks, one group will once daily choose one of ten prosocial actions
to carry out during the day, and will write a reflection about this early in
the evening. The control group will once daily choose one academic action from
a list to carry out during the day, and will also write a reflection about this
early in the evening.

There are no known risks associated with participating in the proposed
measurements. MRI is a non-invasive technique involving no catheterizations or
introduction of exogenous tracers. Numerous children and adults have undergone
magnetic resonance studies without apparent harmful consequences. Some people
become claustrophobic while inside the magnet and in these cases the study will
be terminated immediately at the subject's request. The only absolute
contraindications to MRI studies are the presence of intracranial or
intraocular metal, or a pacemaker. Relative contraindications include pregnancy
and claustrophobia. Subjects who may be pregnant, who may have metallic foreign
bodies in the eyes or head, or who have cardiac pacemakers will be excluded
because of potential contraindications of MRI in such subjects. Although there
is no direct benefit to the participants from this proposed research, there are
greater benefits to society from the potential knowledge gained from this
study. This knowledge about normal development is critical to aid in the
understanding of cases of abnormal development, as seen in children with autism
spectrum disorder, depression, schizophrenia, Attention Deficit Hyperactivity
Disorder, Obsessive-Compulsive Disorder, Tourette*s syndrome, or traumatic
brain injury. Secondly, the integrative knowledge on prosocial behaviour gained
by this study is important not only for theory development, but also to
eventually tailor societal programs (e.g., education, training) to the needs of
adolescents.