ReviewNature reviews. Neuroscience2024
Goal-directed learning in adolescence: neurocognitive development and contextual influences.
Review in Nature reviews. Neuroscience, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 21 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
21 citing papers in PubMed.
- When Development Falls out of Sync: A Developmental Timing Framework for Learning Disabilities.Brain sciences · 2026Review
- The developing adolescent brain: Implications for youth justice and children in criminal proceedings.Developmental cognitive neuroscience · 2026Article
- Adolescent obesity induces sex-specific alterations of action control.Neuropsychopharmacology : official publication of the American College of Neuropsychopharmacology · 2026Article
- The Emerging Neurobiology of Psychedelics: Critical Periods, Metaplasticity, and Extracellular Matrix Remodeling.Annual review of neuroscience · 2026Review
- Charting age-related change in the architecture of fluid cognition.Child development · 2026Article
- Synaptic pruning, myelination and the emergence of psychiatric disorders in late adolescence.bioRxiv : the preprint server for biology · 2026Article
- Anxiety symptoms interact with approach motivations in adolescent risk-taking.Development and psychopathology · 2026Article
- Striatal and hippocampal contributions to value-based learning in adolescence.Neuropsychopharmacology : official publication of the American College of Neuropsychopharmacology · 2026Review
- Article
- Difficult-to-Treat Anxiety: A Neurocomputational Framework.Biological psychiatry. Cognitive neuroscience and neuroimaging · 2025Review
- Sex differences in visually guided orienting behavior emerges during adolescence in mice.iScience · 2025Article
- More than just a phase: adolescence as a window into how the brain generates behavior.Current directions in psychological science · 2025Article
- Characterizing age-related change in learning the value of cognitive effort.Journal of experimental psychology. General · 2025Article
- Genetic changes linked to two different syndromic forms of autism enhance reinforcement learning in early adolescent male but not female mice.bioRxiv : the preprint server for biology · 2025Article
- The beautiful adolescent brain: An evolutionary developmental perspective.Annals of the New York Academy of Sciences · 2025Review
- Fractionating impulsivity and reward-related phenotypes in adolescent mice.Behavioural brain research · 2025Article
- The preference for surprise in reinforcement learning underlies the differences in developmental changes in risk preference between autistic and neurotypical youth.Molecular autism · 2025Article
- Subregions in the ventromedial prefrontal cortex integrate threat and protective information to meta-represent safety.PLoS biology · 2025Article
- Social Contexts Requiring Adjudication Self- and Peer-Interest Differentially Alter Risk Preferences Across Adolescence.Open mind : discoveries in cognitive science · 2025Article
- Wanting to matter and learning to care: A neurodevelopmental window of opportunity for (Pro) social learning?Developmental cognitive neuroscience · 2024Review
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Adolescence is a time during which we transition to independence, explore new activities and begin pursuit of major life goals. Goal-directed learning, in which we learn to perform actions that enable us to obtain desired outcomes, is central to many of these processes. Currently, our understanding of goal-directed learning in adolescence is itself in a state of transition, with the scientific community grappling with inconsistent results. When we examine metrics of goal-directed learning through the second decade of life, we find that many studies agree there are steady gains in performance in the teenage years, but others report that adolescent goal-directed learning is already adult-like, and some find adolescents can outperform adults. To explain the current variability in results, sophisticated experimental designs are being applied to test learning in different contexts. There is also increasing recognition that individuals of different ages and in different states will draw on different neurocognitive systems to support goal-directed learning. Through adoption of more nuanced approaches, we can be better prepared to recognize and harness adolescent strengths and to decipher the purpose (or goals) of adolescence itself.
Indexed as
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38263216What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.