Detailed contribution information
| Contribution title | 2961 - Towards a developmental model of the mentalization dimensions during adolescence : a selective review of behavioral and neuroscientific data |
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| Contribution code | PS01-36 (P) |
| Authors | |
| Form of presentation | Poster |
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| Abstract |
The aim of the present study was to summarize the main experimental data that illuminate typical and atypical evolution of mentalization facets during adolescence. Mentalization defines the multi-faceted mental process by which an individual implicitly and explicitly interprets the actions of herself and others as meaningful on the basis of intentional mental states, such as personal desires or beliefs. These capacities are intrinsically related to self-regulation and interpersonal functioning and might therefore be key to overcome adolescent developmental challenges. However, the developmental pattern of each mentalization dimension still needs to be better informed. Given the lack of instruments that would enable to capture simultaneously and directly each facet of mentalization capacities, we reviewed the literature dedicated to a set of, so-called, “cousin constructs”; the latter have been shown to partially overlap with mentalization abilities and to represent reliable proxy measures. Precisely, we included behavioral and neuroscience studies that investigate 1) the concepts of theory of mind, empathy, emotion recognition and/or self-related processes; 2) in an adolescent sample, compared to child and/or adult participants; 3) from the general or patient population. The results of this selective review highlight differential developmental patterns according to the mentalization facet that is considered. Precisely, adolescents increase their inferential processes (e.g. read other’s internal invisible states), while the interpretation of external features (e.g. facial emotion recognition) might be already acquired at this stage of life. Besides this specialization process, the mentalization capacities might be better integrated to the broad network of cognitive capacities, such as executive functioning. Finally, from a chronological vantage, the individual might first enlarge his capacity to mentalize other’s mind, then his ability to understand one’s own mental states. To summarize, adolescence seems to be characterized by a double movement of specialization and integration that operates within specific mentalization dimensions. |