Probing Puberty as a Source of Developmental Change in Neural Response to Emotional Faces in Early Adolescence
Bibliographic record
Abstract
Pubertal development is theorized to shape the brain's response to socio-emotional information in the environment. Large-scale longitudinal studies, such as the Adolescent Brain Cognitive Development (ABCD) study, provide the opportunity to examine the association between pubertal maturation and within-person changes in neural activation to emotional stimuli over time. Leveraging ABCD data (n = 9648), the current study examines the coupling between parent-reported pubertal development and changes in youth's brain response to emotional faces in an emotional n-back task (during functional magnetic resonance imaging) across two timepoints (2 years apart). Bivariate latent change score models were fit to regions of interest canonically involved in face processing (fusiform), emotional/motivational salience (amygdala, nucleus accumbens, orbitofrontal cortex [OFC]), and social cognition (temporoparietal junction [TPJ]) to determine the associations between baseline pubertal status and neural response, and rate of change in either variable across time. Results point to both concurrent and longitudinal associations between pubertal maturation and neural activation to emotional faces in regions involved in processing emotional and social information (amygdala, TPJ, accumbens, OFC) but not basic facial processing (fusiform). These findings highlight pubertal maturation as a potential mechanism for change in neural response to emotional information during the transition from childhood to adolescence.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".