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Inventing Ourselves

Inventing Ourselves

The Secret Life of the Teenage Brain
by Sarah-Jayne Blakemore 2016 256 pages
3.79
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Key Takeaways

1. Adolescence is a Crucial, Biologically Distinct Developmental Stage

Adolescence isn’t an aberration; it’s a crucial stage of our becoming individual and social human beings.

Universal Stage. Adolescence is not merely a Western construct but a biologically distinct period observed across cultures and species. Behaviors like risk-taking, self-consciousness, and peer influence are common across diverse human societies, suggesting a fundamental developmental process. This challenges the notion that adolescence is a recent or culturally specific phenomenon.

Animal Parallels. Evidence of adolescent-typical behavior in non-human mammals, such as increased risk-taking and novelty-seeking in adolescent mice and the rebellious phase of adolescent wombats, further supports the biological basis of this developmental stage. These parallels across species suggest that adolescence serves an evolutionary purpose.

Historical Consistency. Descriptions of adolescent behavior throughout history, from Socrates to Shakespeare, reveal consistent patterns of risk-taking, questioning authority, and seeking peer approval. This historical consistency suggests that adolescent-typical behavior is not a recent invention but a long-standing aspect of human development.

2. Self-Identity Formation Intensifies During Adolescence

The development that adolescents go through is central to human experience.

Evolving Sense of Self. Adolescence marks a period of intense self-discovery and identity formation. Teenagers become more aware of how others perceive them, leading to increased self-consciousness and a desire to fit in. This is the time when personal values, beliefs, and social affiliations are actively explored and defined.

Looking-Glass Self. The "looking-glass self" becomes particularly influential during adolescence, as teenagers imagine how others view them and internalize these perceptions. This can lead to feelings of contentment, embarrassment, pride, or shame, depending on the perceived judgments of others. Social media amplifies this effect, providing constant opportunities for self-comparison and evaluation.

Introspection and Intentionality. Adolescents also develop a greater capacity for introspection, reflecting on their own emotions, thoughts, and actions. They begin to understand their motivations and intentions, considering alternative possibilities for their behavior in different situations. This increased self-awareness contributes to a more complex and nuanced sense of self.

3. Peer Influence Peaks, Shaping Adolescent Behavior

In adolescence, friends matter.

Heightened Peer Sensitivity. Adolescents place a greater emphasis on peer acceptance and are more susceptible to peer influence than either children or adults. This heightened sensitivity to social exclusion can drive decision-making, leading to both positive and negative behaviors. The desire to fit in with their peer group often outweighs considerations of long-term consequences.

Risk-Taking Context. Adolescents are more likely to engage in risky behaviors, such as smoking, drinking, or reckless driving, when in the presence of their peers. This is because the social rewards of peer acceptance can outweigh the perceived risks of the behavior. The "see-saw" model illustrates how social factors can tip the balance in favor of risky decisions.

Social Norms. Adolescents are particularly attuned to social norms and cultural expectations, making them more likely to adopt the behaviors and attitudes of their peer group. This cultural susceptibility can be harnessed for positive change, as demonstrated by anti-bullying programs that leverage peer influence to promote prosocial behavior.

4. Brain Development Continues Well Beyond Childhood

Contrary to the received wisdom up to the late twentieth century, we now know that our brains are dynamic and constantly changing into adulthood.

Challenging Old Dogma. Contrary to previous assumptions, the human brain continues to develop and change throughout adolescence and into the early twenties. This protracted development is particularly evident in the prefrontal cortex, the region responsible for decision-making, planning, and self-control. This discovery has revolutionized our understanding of adolescent behavior and its underlying neural mechanisms.

Synaptic Pruning. One key process driving brain development during adolescence is synaptic pruning, the elimination of unused neural connections. This process refines brain circuitry, making it more efficient and specialized. Environmental experiences play a crucial role in determining which synapses are pruned and which are strengthened.

Myelination. Another important process is myelination, the coating of nerve fibers with myelin, a fatty substance that speeds up neural transmission. Myelination increases white matter volume and improves the efficiency of communication between different brain regions. These structural changes contribute to enhanced cognitive abilities and behavioral control.

5. The Prefrontal Cortex Undergoes Protracted Development

The prefrontal cortex is bigger in humans than in any other species (relative to body size), and the cells it contains look different in humans from how they look in other animals.

Executive Functions. The prefrontal cortex, located at the front of the brain, is responsible for executive functions such as planning, decision-making, impulse control, and working memory. These functions are essential for goal-directed behavior and adapting to complex situations. Damage to the prefrontal cortex can impair these abilities, leading to difficulties in planning, problem-solving, and social behavior.

Introspection and Self-Reflection. The prefrontal cortex also plays a key role in introspection, the ability to reflect on one's own thoughts, feelings, and actions. This self-awareness is crucial for developing a sense of identity and understanding one's place in the world. Brain-imaging studies have shown that the prefrontal cortex is activated when people think about themselves and their relationships with others.

Training Potential. The protracted development of the prefrontal cortex during adolescence suggests that this period is a sensitive time for shaping executive functions and self-awareness. Training programs that target these skills may have a particularly beneficial impact during adolescence, helping young people develop into responsible and well-adjusted adults.

6. Social Understanding Evolves Through Adolescence

Adolescents are more likely than younger children to compare themselves with others and to understand that others are making comparisons and judgements about them; they also begin to place higher value on these judgements.

Mentalizing Network. Social understanding relies on a network of brain regions known as the social brain, which includes the dorsomedial prefrontal cortex (dmPFC), temporo-parietal junction (TPJ), posterior superior temporal sulcus (pSTS), and anterior temporal cortex (ATC). These regions work together to enable us to recognize faces, interpret emotions, and understand other people's thoughts and intentions.

Theory of Mind. A key component of social understanding is theory of mind, the ability to attribute mental states to others. This allows us to predict their behavior and understand their perspectives, even when they differ from our own. Children typically develop a basic understanding of theory of mind by age 4 or 5, but this ability continues to evolve throughout adolescence.

Developmental Shifts. Brain-imaging studies have shown that the pattern of activity within the social brain network changes during adolescence. As individuals mature, activity shifts from the dmPFC to other regions, such as the temporal cortex, suggesting a change in cognitive strategy from conscious self-reflection to more automatic social processing.

7. Risk-Taking is Influenced by Both Brain and Social Factors

To understand why adolescents take risks, we have to look at the contexts in which risk-taking occurs.

Dual Systems Model. The dual systems model proposes that adolescent risk-taking is driven by a developmental mismatch between the limbic system, which processes reward and emotion, and the prefrontal cortex, which regulates self-control. The limbic system matures earlier, leading to heightened sensitivity to rewards, while the prefrontal cortex develops more slowly, resulting in reduced impulse control.

Hot vs. Cold Contexts. Adolescents are more likely to take risks in "hot" contexts, where emotions are running high or peers are present. In these situations, the rewarding aspects of risk-taking are amplified, while the inhibitory control of the prefrontal cortex is diminished. In contrast, adolescents may avoid risks in "cold" contexts, where emotions are less intense and social pressures are absent.

Counterfactual Emotions. The ability to think counterfactually, imagining alternative outcomes of decisions, also develops during adolescence. This may influence risk-taking by affecting the intensity of emotions like regret and relief, which play a role in decision-making.

8. Mental Health Vulnerabilities Emerge During Adolescence

What is it about late adolescence that makes some brains particularly vulnerable to debilitating delusions and hallucinations?

Onset of Mental Illness. Adolescence is a critical period for the onset of many mental illnesses, including schizophrenia, depression, anxiety disorders, and eating disorders. This suggests that the brain undergoes changes during adolescence that make some individuals more susceptible to psychiatric disturbance. Understanding these changes is crucial for developing effective prevention and treatment strategies.

Genetic and Environmental Factors. Mental illness is often the result of a complex interplay between genetic predisposition and environmental factors. Individuals with a family history of mental illness may be more vulnerable to developing these conditions, especially if they experience stressful life events or other environmental risk factors.

Brain Development Differences. Studies have shown that adolescents who develop mental illnesses may exhibit differences in brain structure and function compared to their peers. These differences may involve alterations in grey matter volume, white matter connectivity, and activity patterns in brain regions involved in emotion processing and self-control.

9. Neuroscience Can Inform Education and Juvenile Justice

Understanding brain development in adolescence has profound implications for social and education policy.

Tailored Education. Neuroscience research can inform educational practices by identifying optimal times for teaching specific skills and tailoring interventions to the developmental stage of the adolescent brain. For example, training programs that target executive functions may be particularly effective during adolescence, when the prefrontal cortex is still developing.

Reconsidering Juvenile Justice. Findings about the adolescent brain have implications for the juvenile justice system. The fact that adolescents are more susceptible to peer influence, act impulsively, and have less developed self-control should be considered when determining culpability and sentencing. Rehabilitation and restorative justice approaches may be more effective than punitive measures for young offenders.

Addressing Myths. It is important to dispel common myths about the brain, such as the notion that people are "left-brained" or "right-brained" or that we only use 10% of our brains. These misconceptions can lead to ineffective educational practices and misguided interventions. Evidence-based approaches, grounded in sound scientific research, are essential for promoting optimal brain development and learning.

Last updated:

FAQ

What’s Inventing Ourselves: The Secret Life of the Teenage Brain by Sarah-Jayne Blakemore about?

  • Adolescent brain development focus: The book explores how the teenage brain changes structurally and functionally, emphasizing adolescence as a unique and crucial stage of human development.
  • Behavioral explanations: It explains typical adolescent behaviors—risk-taking, self-consciousness, and peer influence—as natural outcomes of brain maturation, challenging negative stereotypes.
  • Interdisciplinary narrative: Blakemore combines neuroscience, psychology, and personal stories to illuminate how brain changes shape identity, mental health, and social behavior.
  • Societal implications: The book discusses how understanding the teenage brain can inform education, mental health, and public policy.

Why should I read Inventing Ourselves by Sarah-Jayne Blakemore?

  • Deeper understanding of teenagers: The book provides a science-based explanation for adolescent behavior, helping parents, educators, and policymakers better support young people.
  • Myth-busting approach: It dispels common brain myths (like “10% brain use” and “left-brained/right-brained” thinking) with clear, evidence-based explanations.
  • Practical relevance: Insights are directly applicable to parenting, teaching, mental health, and even juvenile justice, making it valuable for anyone interacting with adolescents.
  • Engaging and accessible: Blakemore’s writing combines rigorous research with relatable examples and creative projects, making complex neuroscience understandable.

What are the key takeaways from Inventing Ourselves by Sarah-Jayne Blakemore?

  • Adolescence is natural and necessary: Teenage behaviors are not signs of dysfunction but reflect essential brain development processes.
  • Brain plasticity and vulnerability: The adolescent brain is highly plastic, making it both a period of opportunity for learning and a time of increased vulnerability to mental health issues.
  • Peer influence is powerful: Social context and peer acceptance strongly shape adolescent decision-making and risk-taking.
  • Education and policy implications: Understanding brain development can improve educational strategies, mental health interventions, and social policies for youth.

How does Sarah-Jayne Blakemore define adolescence in Inventing Ourselves?

  • Biological and social boundaries: Adolescence begins with puberty and ends with achieving a stable, independent social role, often extending into the mid-twenties.
  • Cross-cultural and historical evidence: Adolescent-typical behaviors are observed worldwide and have been described by thinkers from Socrates to Shakespeare, showing adolescence is not a modern invention.
  • Distinct developmental stage: The book emphasizes that adolescence is a unique period with its own biological, psychological, and social characteristics.

What are the main brain changes during adolescence described in Inventing Ourselves?

  • Synaptic pruning: The brain eliminates unused neural connections, especially in the prefrontal cortex, making brain networks more efficient.
  • Increased myelination: White matter increases, improving communication between brain regions and supporting better cognitive control.
  • Functional shifts: Brain imaging shows changes in activity patterns, particularly in regions involved in social cognition and self-reflection.
  • Individual variability: There are significant differences in the timing and pattern of brain maturation among individuals.

How does Inventing Ourselves by Sarah-Jayne Blakemore explain adolescent risk-taking and peer influence?

  • Dual systems model: The limbic system (reward/emotion) matures earlier than the prefrontal cortex (impulse control), creating a developmental mismatch that encourages risk-taking.
  • Peer presence amplifies risk: Experiments show adolescents take more risks when peers are watching, driven by a desire for social acceptance.
  • Adaptive value: Risk-taking can foster learning, confidence, and social bonding, and is not always negative.
  • Individual differences: Not all adolescents take risks equally; brain development and social context both play roles.

What does Inventing Ourselves by Sarah-Jayne Blakemore reveal about the development of self and identity in adolescence?

  • Early self-awareness: Babies show a rudimentary sense of self, but adolescence brings more complex self-reflection and identity formation.
  • Social self emerges: Adolescents become highly aware of how others perceive them, leading to increased self-consciousness and evolving beliefs.
  • Brain correlates: The medial prefrontal cortex and related regions support growing self-awareness and social cognition during adolescence.
  • Identity exploration: Adolescence is a key period for developing moral, political, and personal values.

How does Inventing Ourselves describe the development of social cognition and the “social brain” in teenagers?

  • Social brain network: Key regions like the dorsomedial prefrontal cortex, temporo-parietal junction, and superior temporal sulcus mature during adolescence.
  • Mentalizing abilities: Adolescents improve at understanding others’ thoughts and feelings, a process called mentalizing or theory of mind.
  • Shifting strategies: Brain activity shifts from frontal to temporal regions as adolescents mature, reflecting changes in how they process social information.
  • Peer sensitivity: Heightened sensitivity to social evaluation and peer influence is a hallmark of this developmental stage.

What does Inventing Ourselves by Sarah-Jayne Blakemore say about the onset of mental health issues in adolescence?

  • Critical period for mental illness: Three-quarters of mental illnesses, including depression, anxiety, and schizophrenia, begin before age 24.
  • Brain development differences: Adolescents who develop mental illnesses often show atypical patterns of grey and white matter development.
  • Gender and environmental factors: Gender disparities in mental health emerge around puberty, and risks are increased by factors like cannabis use, social stress, and urban living.
  • Plasticity offers hope: The adolescent brain’s plasticity means interventions can be effective if applied early.

How does Inventing Ourselves by Sarah-Jayne Blakemore address the impact of substances like cannabis and alcohol on the adolescent brain?

  • Cannabis risks: Persistent use before age 18 is linked to lasting cognitive decline, including reduced IQ.
  • Alcohol effects: Adolescent binge-drinking correlates with structural brain differences, especially in areas related to self-control and memory.
  • Animal studies support findings: Adolescent rats show similar patterns of increased substance use and altered brain responses.
  • Potential for recovery: The brain’s plasticity means some damage may be reversible if substance use is reduced.

What educational and policy recommendations does Inventing Ourselves by Sarah-Jayne Blakemore offer based on adolescent brain science?

  • Tailored interventions: Educational and mental health programs can be effective well into late adolescence due to ongoing brain plasticity.
  • Peer-focused strategies: Health campaigns should leverage peer influence and social norms, not just focus on long-term risks.
  • Evidence-based education: The book advocates for educational practices grounded in neuroscience and randomized controlled trials, not popular myths.
  • Sleep and learning: Later school start times are recommended to align with adolescents’ natural sleep rhythms and improve learning outcomes.

What are the best quotes from Inventing Ourselves by Sarah-Jayne Blakemore and what do they mean?

  • “The teenage brain isn’t broken.” This central message reframes adolescent behavior as a normal part of development, not a problem to be fixed.
  • “Adolescence is a time of development and change, just as childhood is.” It highlights the importance of understanding and supporting this life stage.
  • “There’s no such thing as an average adolescent.” This quote cautions against stereotypes, emphasizing individual differences in brain development and behavior.
  • From the play Brainstorm: “My brain isn’t broken / It’s beautiful…” This poetic metaphor celebrates the complexity, creativity, and potential of the adolescent brain.

Review Summary

3.79 out of 5
Average of 1k+ ratings from Goodreads and Amazon.

Inventing Ourselves receives mostly positive reviews for its insightful exploration of adolescent brain development. Readers appreciate Blakemore's clear explanations of neuroscience research and her caution against overgeneralizing findings. Many find the book informative and helpful for understanding teenage behavior, though some note it can be dense at times. Key takeaways include the ongoing development of the teenage brain, the influence of peer groups, and the importance of risk-taking experiences. Some readers wished for more practical advice, but overall the book is praised for its scientific approach and engaging content.

Your rating:
4.43
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About the Author

Sarah-Jayne Blakemore is a respected neuroscientist and professor of Cognitive Neuroscience at University College London. Her research focuses on the development of the adolescent brain, a field she has helped pioneer. Sarah-Jayne Blakemore is known for her work using brain imaging techniques to study how the teenage brain changes and matures. She has published numerous scientific papers and given popular talks, including a widely-viewed TED talk, on adolescent neuroscience. Blakemore's work aims to better understand typical and atypical brain development during the crucial teenage years. She takes a careful, evidence-based approach while making complex neuroscience accessible to general audiences through her writing and speaking.

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