Podcast appearances and mentions of sarah jayne blakemore

18 is the age of majority, or maturity, in most countries around the world. Depending where you live, it might be when you can vote, buy alcohol, or get married. But what's so special about 18 that makes it the beginning of adulthood? CrowdScience listener Lynda didn't feel very mature back then. She recalls a difficult decision that made her wonder what science has to say about when we're truly grown up. How developed are we, physically, mentally and emotionally, by the age of 18? And how much does this differ between people, or from culture to culture? Presenter Caroline Steel digs around for answers with the aid of neuroscientist Sarah-Jayne Blakemore, biological anthropologist Barry Bogin, and cultural anthropologist Bonnie Hewlett. And even some teenagers. Contributors: Barry Bogin, Emeritus Professor of Biological Anthropology, Loughborough University Sarah-Jayne Blakemore - Professor of Psychology and Cognitive Neuroscience at the University of Cambridge Professor Bonnie Hewlett - Associate Professor, Cultural Anthropology, WSU VancouverPresenter: Caroline Steel Producer: Richard Walker Editor: Cathy Edwards Production Co-Ordinator: Ishmael Soriano Studio Manager: Neva Missirian

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Jamie Douglas joins Clare in this episode to share the benefits of the 5 Ways to Wellbeing. It's an easy model designed to help people frame how to look after ourselves. It includes ideas about connecting with people, incorporating physical activity, taking notice of the world around you, learning new skills, and giving something back to society. Jamie describes the importance of wellbeing in the teenage years when young people are experiencing huge changes. Through Jamie's book recommendation, he describes how brain development affects the way young people behave. Acknowledging this can help parents and carers to better understand what their children are going through.      Jamie is Quality Improvement and Operations Manager in the Children, Young People and Families team at Response which is a mental health and complex needs charity that works across the Thames Valley. He manages a range of projects from supporting young people who have been hospitalised for their mental health, through to preventative community work. Prior to working for Response, Jamie was a secondary school English teacher and pastoral lead in a range of schools. You can find out more about Jamie's work via the  ⁠Response⁠ website. Jamie recommends the book Inventing Ourselves by Sarah-Jayne Blakemore.  He also shares three tips during the episode:  1. Use the basis of the 5 Ways to Wellbeing to think of supportive activities to do with your child. 2. Consider the role of brain development and why young people behave the way they do.   3. Work with your child to develop a wellbeing kit to support them when things are tough.  The My Family Coach podcasts covers every aspect of children's behaviour, all in handy 15 minute (ish) bite-sized chunks. Each episode features a new guest chatting about a different aspect of behaviour and leaves you with three handy tips to use at home. 

Sarah-Jayne Blakemore is Professor of Psychology and Cognitive Neuroscience at the University of Cambridge and co-director of the Wellcome Trust PhD Programme in Neuroscience at University College London. She has been awarded a number of prizes over the last 20 years or so, including the British Psychological Society (BPS) Doctoral Award, the BPS Spearman Medal for outstanding early career research, and the Royal Society's Rosalind Franklin Award. She was also the winner of the 2018 Royal Society Prize for Science Books for her brilliant book 'Inventing Ourselves: The Secret Life of the Teenage Brain'. I've wanted to speak with Sarah-Jayne for a really long time - not just about her brilliant work on the teenage brain, but because of her work with Rethinking Assessment, and a fascinating blog she wrote recently about how GCSEs are misaligned with what we know about how teenage brains develop (see below). LINKS SchoolsWeek review of the Rethinking Education conference: https://schoolsweek.co.uk/the-review-the-rethinking-education-conference/ Tina Farr blog: Mainstream educators and Unschoolers: Never the twain shall meet? - https://headlearnercom.wordpress.com/2022/09/26/mainstream-educators-and-unschoolers-never-the-twain-shall-meet/ Sarah Jayne's book ‘Inventing ourselves - The secret life of the teenage brain' - https://www.amazon.co.uk/Inventing-Ourselves-Secret-Teenage-Brain/dp/1784161349/ref=tmm_pap_swatch_0?_encoding=UTF8&qid=1524214280&sr=1-1 Sarah Jayne's TED talk ‘The mysterious workings of the adolescent brain' - https://www.ted.com/talks/sarah_jayne_blakemore_the_mysterious_workings_of_the_adolescent_brain Sarah Jayne and Tamsin Ford's 'Neuroscience, adolescence and GCSEs - a misalignment?' - https://rethinkingassessment.com/rethinking-blogs/neuroscience-adolescence-and-gcses-a-misalignment/ The Rethinking Ed Conference (>90 videos): https://www.rethinking-ed.org/reconf22 Rethinking Education Mighty Network: https://rethinking-education.mn.co Become a patron: www.patreon.com/repod Buy me a coffee: www.buymeacoffee.com/repod The Rethinking Education podcast is hosted and produced by Dr James Mannion. You can contact him at www.rethinking-ed.org/contact, or via @RethinkingJames on Twitter.

This is the third and final episode with Professor Willem Kuyken.  Over the last two episodes we have discussed the national picture of mental health in young people, the role of schools in providing mental health and wellbeing education to young people, what mindfulness is and how it might help people with their mental health.  In this episode we discuss the findings of the Myriad Trial (My Resilience in Adolescence) a large, randomised control trial funded by the Wellcome which looked at the impact of a brief Mindfulness intervention on the wellbeing of young teens.  Willem was one of four principal investigators (with Mark Williams, Sarah-Jayne Blakemore and Tim Dalgleish) on this trial and as you will hear, the findings challenge us to think afresh about how best to support young people, teachers, parents and policy makers in addressing the challenges of ensuring mental health in young people.   You can find more about the Myriad project here.  If you would like to read the papers they are open source and available here.  There is also a film you can watch here made with a group of young people from schools that took part in the trial, that provides their perspective on mental health and the role of schools. Links mentioned in the episode were Casel and Penn State University

In this episode of Tes Podagogy, Sarah-Jayne Blakemore talks about the developments in cognitive neuroscience research on the teenage brain - and how this should impact for teaching and learning.

For Children’s Mental Health Week, Julian speaks to Sarah-Jayne Blakemore, Professor of Psychology and Cognitive Neuroscience at the University of Cambridge about children’s mental health during the pandemic and the […]

It's easy to be fooled by appearances. One way in which parents can be easily fooled is by the appearance of a child who has recently passed through puberty. It sure does happen fast, doesn't it? And on the day we notice that a child's body has transformed from that of a child to that of an adult we can easily be fooled into thinking that our parenting work might be done. We might think that there's nothing more we can do or say since they already look and want to be treated like adults. But don't be fooled. They need your guidance and direction now more than ever. In her book on the teenage brain, Sarah Jayne Blakemore reminds us that the brain's frontal lobe is not fully formed until about the age of twenty-four or twenty-five years old. The frontal lobe is the part of the brain that's responsible for decision-making and impulse control. While they might look like adults, they aren't yet thinking like adults. God wants us to continue to actively parent our kids. In effect. We need to function as their frontal lobe!

In her book Inventing Ourselves: The Secret Life of the Teenage Brain, Sarah Jayne Blakemore reminds us that for teenagers, what she calls the social self becomes central. A teen's social self is all about expressing who you and how you are. It's all about putting yourself out there in front of your peers in a way that you would like to be seen by other people. Blakemore says that the sense of self stems from thinking about how we are seen by others. This is called “the looking-glass self.” We imagine how we appear to other people and how they will judge us. Adolescents are more likely than younger children to place a high priority on these peer judgements, and they will try on different selves and identities in an effort to be seen by others in a positive rather than a negative light. We must consistently point them to think about forming an identity that is rooted in who they are as people made by God in his image, rather than re-creating themselves in the image they think the world desires.

How does the brain change during adolescence? What influence do external factors, such as stress, have on the development of the brain during this critical period? What do we know about the effects of social deprivation on adolescent development and mental health? Listen in as Sean finds out the answers to these questions and more with today's guest, Sarah-Jayne Blakemore. Sarah-Jayne Blakemore is Professor of Psychology at the University of Cambridge in the UK, and leader of the Developmental Cognitive Neuroscience Group. Her group's research focuses on the development of social cognition and decision making in the human adolescent brain, as well as adolescent mental health. More episodes here: https://bold.expert/podcasts Stay up to date with all the latest research on child development and learning at bold.expert.Join the conversation on X (Twitter), Facebook, Instagram.Subscribe to BOLD's newsletter.

In this episode we speak to Professor Sarah-Jane Blakemore from the Department of Psychology, about the adolescent brain and the return to school. We think about the effects of social isolation on teenagers, the long term impact of Covid-19 and we ask if we are doing the right thing by having students return to university during a pandemic. Sarah-Jayne Blakemore is Professor of Psychology and leader of the Developmental Cognitive Neuroscience Group. Her group's research focuses on the development of social cognition and decision-making in the human adolescent brain, and adolescent mental health, running behavioural studies in schools and in the lab, and neuroimaging studies, with adolescents and adults. More Information: https://sites.google.com/site/blakemorelab/ Twitter - https://twitter.com/sjblakemore Transcript 1 Speaker 1 0:00 Hello, and welcome to the university. I'm your host, Nick Saffell. In this episode, we speak just Professor Sarah Jane Blakemore, from the Department of Psychology, about the adolescent brain and the return to school, we think about the effects of social isolation on teenagers, the long term impact of COVID-19. And we asked if we are doing the right thing by having students returned to university during a pandemic. We all know that the return to school is looking different this year, from a teenager's point of view, what are some of the biggest differences. So some might be that things are missing, but some might be real pluses. 2 Speaker 2 0:37 Cool is very different. It has a lot of young people that are limited to one or a very small number of classrooms for that essence, to try to minimize movement around the school. There are one way systems they the shedule of the day has changed. Of course, there is isolation, if they get a any of the symptoms of covid. And those symptoms are not, you know, completely unambiguous. So if children are getting colds, often families or schools are worried that they might have covid. So that means they have to stay off school until they get it anyway, it's very, very disrupted education. And I mean, I don't have any good solutions to this, I think schools are, are kind of firefighting in a very, very difficult circumstances. And actually, the schools that I know of are mostly doing a really great job in tough circumstances where there's a lot of worry around, and anxiety. But ultimately, the school teachers head teachers really care about educating the young people there. I mean, young people are, you know, can be quite resilient and adaptive. So, young people I have spoken to my own children, their friends, young people I work with, seem to be coping quite well, with with school with going back to school, what I think they found particularly difficult was locked out and not being in school for so many months, many teenagers were not in school for a period of six months when they should have been. And that really is difficult, not only because of the lack of learning, of education of education, academic subjects, but also because of the lack of social interaction and routine and structure that school provides that I think, is what young people that I know, found particularly challenging. Do you think teenagers are sort of taking it in their stride, then I think there are a huge, huge individual differences, some teenagers seem to be coping really well. Others have really suffered over the last few months, partly because of the lack of social interaction face to face social interaction, in the constant changes of rules with regard to social interaction, and also anxiety, anxiety about the virus about family members getting the virus that has affected young people in many different ways. And some, some are more resilient to it than others, just just as adults, 1 Speaker 1 3:02 we're hearing a lot about the sort of behavior of young people respect to the spreading of COVID-19. And how that affects older generations. It's almost as if generations

In this Get-a-Grip podcast Dr Kathy Weston talks to Professor Sarah-Jayne Blakemore about research on teenage behaviour and brain development, including the influence of technology, and how the coronavirus pandemic lockdown may have long term consequences for teenagers.

How are children, including the most vulnerable, coping with the covid19 pandemic and home schooling? Will the covid-19 pandemic have longer term effects on our education systems? What impact has the pandemic had on adolescents' rites of passage? This week, our host Dr Rob Doubleday sits down with Sarah-Jayne Blakemore, Professor of Psychology and Paul Ramchandani, LEGO Professor of Play in Education, to discuss how the pandemic is impacting on the learning, wellbeing and mental health of children and adolescents. CSaP's Science and Policy Podcast is a production of the Centre for Science and Policy at the University of Cambridge. This series on science, policy and pandemics is produced in partnership with Cambridge Infectious Diseases and the Cambridge Immunology Network. -- Our guests this week: Professor Sarah-Jayne Blakemore is Professor of Psychology at the University of Cambridge, UK, and leader of the Developmental Cognitive Neuroscience Group. Her group's research focuses on the development of social cognition and decision making in the human adolescent brain, and adolescent mental health. She is a member of the Royal Society Public Engagement Committee, and Chair of the Royal Society of Biology Education and Science Policy Committee. Professor Paul Ramchandani is LEGO® Professor of Play in Education, Development and Learning at Cambridge University, UK. He leads a research team investigating the role of play in children's early development. He also works as a Consultant Child and Adolescent Psychiatrist in the UK National Health Service. -- This series is hosted by CSaP Executive Director Dr Rob Doubleday, and is edited and produced by CSaP Communications Coordinator Kate McNeil. If you have feedback about this episode, or questions you'd like us to address in a future week, please email enquiries@csap.cam.ac.uk .

主持：Ada Poon 嘉 宾 嘉宾主持：张少珊是传道人也是知心的青少年导师。 语音内容详细解说 CLICK TO LISTEN 内容：青少年成长与风暴期（上）-粤语节目 *节目内容纯属主持及嘉宾个人意见，与AusChannel立场无关 2019年全新一档进入心灵深处的节目！专业的角度为你探讨我们每个人内心深处的需求。由我们专业的心理治疗专家，怡康全人发展中心负责人Ada 和不同领域的专业人士 一同为我们推出每周一次的【身心灵万花筒】节目。内容精彩，真实案例，有专业分析，更多的是情绪及其他与我们每天息息相关的心理治疗资讯。 New 青少年时期 青年人别冲动 控制情绪是根本 人们在青少年时期的变化非常快。正因为此，认知神经学家及青少年脑专家布莱克莫（Sarah-Jayne Blakemore)最近把青春期反映出的独特挑战称为"完美风暴（perfect storm）"。这一时期有几个方面同时突然加剧，即"激素变化、神经变化、社会变化和生活压力"。其实布莱克莫还可以轻而易举地加上一项——性格变化。 从婴儿...

Prof Sarah-Jayne Blakemore runs the Developmental Cognitive Neuroscience Group, based at the Department of Psychology at the University of Cambridge and the UCL Institute of Cognitive Neuroscience. At the #LaunchIMHCHBH event in Birmingham she speaks to Mark Brown about the teenage brain.

En este episodio vamos a hablar sobre bilingüismo y enseñanza de español a niños con Natalia Olcina, profesora de español en línea y creadora de www.spanischmitnatalia.com, su escuela de español online para niños y jóvenes germanoparlantes. Módulos de la entrevista: 1. Clases en línea: ¿Son para niños? ¿Existe una edad mínima? ¿Qué se hace en una clase en línea para niños?... 2. Niños vs. Adultos: ¿Los niños aprenden igual que los adultos? 3. Input: ¿Sirve de algo ponerles la televisión, películas o vídeos de YouTube en español? ¿Ayudan las aplicaciones para móviles y tabletas? 4. Problemas: ¿Qué podemos hacer cuando un niño es demasiado tímido para relacionarse con otros en español? ¿Qué debemos tener en cuenta al corregir a los niños en el idioma? 5. Padres: ¿Qué actividades pueden hacer los padres con sus hijos para que practiquen español? (jugar, leerles cuentos, etc.), ¿Cómo pueden ayudar los padres para que sus hijos saquen el máximo partido de las clases?... Sobre Natalia: Natalia Olcina es la creadora de www.spanischmitnatalia.com, su escuela de español online para niños y jóvenes germanoparlantes. Estudió Magisterio y después se especializó en la enseñanza de ELE, trabajando en Alemania como profesora de español en un colegio bilingüe de infantil, además de colaborar en varios colegios de primaria. En su Blog y redes sociales de Facebook e Instagram encontraréis materiales creados por ella, además de recursos y experiencias que comparte día a día con sus estudiantes de español online. Su pasiones son viajar, conocer a gente especial, sumergirse en la naturaleza y, por supuesto, la educación. Enlaces: Escuela de español en línea de Natalia: www.spanischmitnatalia.com Lecturas recomendadas: • Cómo aprenden los niños y los adultos un idioma: mitos y verdades. https://www.spanischmitnatalia.com/es/blog/articulo/descubre-como-los-ninos-y-los-adultos-aprenden-un-idioma/ • Crecer en una familia bilingüe: la educación plurilingüe en casa y en la escuela.-Elke Montanari • El cerebro bilingüe: La neurociencia del lenguaje- Albert Costa • Cómo aprende el cerebro. Las claves para la educación- Sarah-Jayne Blakemore y Uta Frith • Crecer con dos idiomas: una guía práctica del bilingüismo-Cunningham-Andersson Si te ha gustado el episodio, compártelo con tus familiares y amigos, síguenos en las redes sociales y déjanos un comentario.

If you regularly interact with adolescents, whether as a parent, educator, or community member, you’ve likely noticed that there are factors that set teens apart from children of other ages. But did you know that adolescence is the second most active time of neurodevelopment in a human’s life? By better understanding what’s going on developmentally with adolescent students, educators can create learning environments that capitalize on the unique opportunities that adolescence offers. For some practical advice on the subject, I looked across the pond to speak with Sarah-Jayne Blakemore, PhD, professor of cognitive neuroscience at University College London and author of Inventing Ourselves: The Secret Life of the Teenage Brain. The following are edited excerpts from our discussion, but I encourage you to listen to the full conversation below on Critical Window, a new podcast from the Alliance for Excellent Education. Critical Window highlights how research from the science of adolescent learning can inform middle and high school design and the practice of school and district leaders.   "Adolescence Isn't an Aberration" Bob Wise: You open your book with a chapter, "Adolescence Isn't an Aberration." In that chapter you state that adolescence is a unique stage of human development…Could you explain why? Sarah Jayne-Blakemore: Some people have argued that adolescence is a recent invention and it doesn't really exist as a biological period of development, but actually there's really good reason to think of adolescence as a unique period of biological and psychological and social development. You see increases in risk taking and impulsivity and changes in social behavior for this age group across species, culture, and history.   “No Such Thing as an Average Adolescent” Bob Wise: There are different stages of adolescent development, the physical process is occurring as well as other individual differences. What does this mean for the educator? Sarah Jayne-Blakemore: I think educators themselves know all about individual differences. They work with adolescents every day of their lives and they know there's no such thing as an average adolescent, there's no such thing as an average teenager, every teenager is different and that's absolutely what we're finding in the neuroscience in the psychological research, that although you can look at averages, it's probably more meaningful to think about differences between individuals within adolescence. That might have translational and real-world implications into different teaching strategies for different types of adolescence, but we're nowhere near there yet.   “It’s Not Too Late to Intervene in Adolescence” Bob Wise: You write that "education policy tends to emphasize the importance of early childhood intervention…however this emphasis on early interventions is at odds with the findings that the human brain continues to develop throughout childhood and adolescence and into early adulthood.” Are we suggesting that the way we often think about interventions is wrong? Could you elaborate further on how you think education leaders and policy makers might think about decisions about interventions? For many years there has been this emphasis in education policy or economics that the first three or five years is most critical to intervene. But the problem with that is that you can't just intervene in the first three years of life. You can't just try to help children, say those from low socioeconomic groups, in the first three years of life and then stop the intervention and expect them to be fine from then on. If a child slips through the net early on in life, and they don't have that early intervention, that doesn't mean that it's too late to intervene in adolescence. It's not. The evidence from brain research suggests that in fact the brain continues to develop very substantially during adolescence and provides an important window of opportu...

Scientists Lucy Cooke and Sarah-Jayne Blakemore’s books have been shortlisted for the Royal Society Insight Investment Science Book Prize. They tell us the unexpected truth about animals and the secret life of the teenage brain. See acast.com/privacy for privacy and opt-out information.

Teenagers are an alien species. Well, that's not exactly the conclusion of Sarah-Jayne Blakemore's research, but it's a crude summary. Professor Blakemore is a leading neuroscientist who studies the teenage brain. When humans enter adolescence their brains, as well as their bodies, go through a period of transformation. And, during this period their behaviour alters. They become more risk-taking for example, and more acutely conscious of how they're perceived by others. Professor Blakemore even has an explanation for why they can't get out of bed. Presenter David Edmonds Producer Ben Cooper (Image: Parent with Teenager, Credit: Shutterstock)

Join the Alliance for Excellent Education (All4Ed) for a webinar and book talk, during which All4Ed President Bob Wise will interview Sarah-Jayne Blakemore, PhD, professor of cognitive neuroscience at University College London, about her new book, Inventing Ourselves: The Secret Life of the Teenage Brain. Dr. Blakemore, one of the world’s leading researchers on adolescent neurology, has published more than 120 papers in scientific journals and won multiple major awards for her research. She was named in The Times’s Young Female Power List 2014 and was one of only four scientists on the Sunday Times 100 Makers of the 21st Century 2014.

DNA fingerprinting has been used to link people to crimes for decades, by matching DNA from a crime scene to DNA extracted from a suspect. Now, investigators are using other parts of the genome—such as markers for hair and eye color—to help rule people in and out as suspects. Staff Writer Gretchen Vogel talks with Sarah Crespi about whether science supports this approach and how different countries are dealing with this new type of evidence. Sarah also talks with Jill Fernandes of the University of Queensland in Brisbane, Australia, about her Science Advances paper on a light-based technique for detecting Zika in mosquitoes. Instead of grinding up the bug and extracting Zika DNA, her group shines near-infrared light through the body. Mosquitoes carrying Zika transmit this light differently from uninfected ones. If it's successful in larger trials, this technique could make large-scale surveillance of infected mosquitoes quicker and less expensive. In our monthly books segment, Jen Golbeck talks with author Sarah-Jayne Blakemore about her new work: Inventing Ourselves: The Secret Life of the Teenage Brain. You can check out more book reviews and share your thoughts on the Books et al. blog. This week's episode was edited by Podigy. Listen to previous podcasts. [Image: National Institute of Allergy and Infectious Diseases, National Institutes of Health; Music: Jeffrey Cook]

DNA fingerprinting has been used to link people to crimes for decades, by matching DNA from a crime scene to DNA extracted from a suspect. Now, investigators are using other parts of the genome—such as markers for hair and eye color—to help rule people in and out as suspects. Staff Writer Gretchen Vogel talks with Sarah Crespi about whether science supports this approach and how different countries are dealing with this new type of evidence. Sarah also talks with Jill Fernandes of the University of Queensland in Brisbane, Australia, about her Science Advances paper on a light-based technique for detecting Zika in mosquitoes. Instead of grinding up the bug and extracting Zika DNA, her group shines near-infrared light through the body. Mosquitoes carrying Zika transmit this light differently from uninfected ones. If it’s successful in larger trials, this technique could make large-scale surveillance of infected mosquitoes quicker and less expensive. In our monthly books segment, Jen Golbeck talks with author Sarah-Jayne Blakemore about her new work: Inventing Ourselves: The Secret Life of the Teenage Brain. You can check out more book reviews and share your thoughts on the Books et al. blog. This week’s episode was edited by Podigy. Listen to previous podcasts. [Image: National Institute of Allergy and Infectious Diseases, National Institutes of Health; Music: Jeffrey Cook]

Hanna Scott on the thousands of untested rape kits in WA crime labs // Sarah-Jayne Blakemore, author of author of Inventing Ourselves: the Secret Life of the Teenage Brain // Feliks Banel on Captain Vancouver's journey into Puget Sound, and the effort to commemorate it // Major Garrett on White House leaks/ NKorea negotiations // Heather Bosch's dose of kindness -- a scholarship for a HS basketball player who helped the other team // Sports Insider Danny O'Neil on the morality of PEDs/ Nelson Cruz's injury // Michael Friedson at The Media Line in Jerusalem on this week's reemergence of open hostilities

Hasta hoy teníamos solamente la genética, pero la ciencia de la neurología y psicología se han unido y nos dicen que no solo se trata de genética sino que hay más cosas, emociones, la dieta, el ambiente, ... Desde que hay neuroimagen aparece los estudios sobre el desarrollo del cerebro a lo largo de la vida y nos muestra que el desarrollo cerebral continúa a lo largo de la vida. Están demostrando que se produce cambios drásticos durante la adolescencia, no solamente hay cambios hormonales. El nuevo concepto es la plasticidad del cerebro. La edad no es un obstáculo para el aprendizaje, sino que las conexiones neuronales van cambiando, y nos adaptamos. Existen periodos críticos en el aprendizaje de una persona, es prácticamente imposible aprender solos. La gente que siga creyendo que no se puede hacer nada o casi nada entorno a lo que somos, que tenemos el cerebro que tenemos y punto, que vayan cambiando de opinión. Entrevista de Eduardo Punset a la neurocientífica Dr. Sarah-Jayne Blakemore de la University College London. Muy interesante. Subcríbete.

UCL neuroscientists Sarah-Jayne Blakemore and Kate Mills worked with Ned Glasier, Artistic Director of Islington Community Theatre, writer Emily Lim and 25 London teenagers to produce ‘Brainstorm’: a play exploring the neuroscience behind typical teenage behaviour, which will be staged at the National Theatre in March 2016. Here Ned describes the single biggest ingredient needed to create an authentic piece of drama. Read more in Acting up – the first in UCL’s new feature series, Antenna: medium.com/ucl-antenna/acting-…7a2cb863#.bq1l5m1by

UCL neuroscientists Sarah-Jayne Blakemore and Kate Mills worked with Ned Glasier, Artistic Director of Islington Community Theatre, writer Emily Lim and 25 London teenagers to produce ‘Brainstorm’: a play exploring the neuroscience behind typical teenage behaviour, which will be staged at the National Theatre in March 2016. In this short clip, Ned describes the moment that he alighted on the angle of the play – explaining what goes on in teenagers’ brains that drives the unmistakeable way they act. Read more in Acting up – the first in UCL’s new feature series, Antenna: https://medium.com/ucl-antenna/acting-up-d7aa7a2cb863#.bq1l5m1by

Until recently, it was thought that human brain development was all over by early childhood but research in the last decade has shown that the adolescent brain is still changing into early adulthood. Jim al-Khalili talks to pioneering cognitive neuroscientist professor Sarah-Jayne Blakemore who is responsible for much of the research which shows that our brains continue to develop through the teenage years. She discusses why teenagers take risks and are so susceptible to influence from their peers, as well as her childhood growing up with the constant threat of attacks from animal rights groups. (Photo: Professor Sarah-Jayne Blakemore, courtesy of UCL)

Until recently, it was thought that human brain development was all over by early childhood but research in the last decade has shown that the adolescent brain is still changing into early adulthood. Jim Al-Khalili talks to pioneering cognitive neuroscientist Professor Sarah-Jayne Blakemore who is responsible for much of the research which shows that our brains continue to develop through the teenage years. She discusses why teenagers take risks and are so susceptible to influence from their peers as well as her childhood growing up with the constant threat of attacks from animal rights groups.

Kathryn L. Mills, of the Institute of Cognitive Neuroscience at the University College of London (UCL), talks about her article "Is Adolescence a Sensitive Period for Sociocultural Processing?" which she wrote with Sarah-Jayne Blakemore, also of UCL, for the 2014 Annual Review of Psychology. In this lecture, Ms. Mills argues that "studies about adolescence should include measures of social influence" as social context drives many of the decisions made by adolescents. She describes how the structure and function of the social brain continue to develop during the second decade of life, and explains these changes must be taken into account.

Sarah-Jayne Blakemore (Univ College London) discusses how the social brain, that is, the network of brain regions involved in understanding others, develops during adolescence. Adolescence is a time characterized by change – hormonally, physically, psychologically and socially. Yet until fairly recently, this period of life was neglected by neuroscience. Series: "CARTA - Center for Academic Research and Training in Anthropogeny" [Science] [Show ID: 26078]

Sarah-Jayne Blakemore (Univ College London) discusses how the social brain, that is, the network of brain regions involved in understanding others, develops during adolescence. Adolescence is a time characterized by change – hormonally, physically, psychologically and socially. Yet until fairly recently, this period of life was neglected by neuroscience. Series: "CARTA - Center for Academic Research and Training in Anthropogeny" [Science] [Show ID: 26078]

We find out exactly what is going on in the brain during the teenage years. Plus we ask should we all be taking drugs to make us 'smarter'? And we find out about wiring up bats for neuroscience research and beating addiction with positive messages. Like this podcast? Please help us by supporting the Naked Scientists

We find out exactly what is going on in the brain during the teenage years. Plus we ask should we all be taking drugs to make us 'smarter'? And we find out about wiring up bats for neuroscience research and beating addiction with positive messages. Like this podcast? Please help us by supporting the Naked Scientists

Why do teenagers seem so much more impulsive, so much less self-aware than grown-ups? Cognitive neuroscientist Sarah-Jayne Blakemore compares the prefrontal cortex in adolescents to that of adults, to show us how typically "teenage" behavior is caused by the growing and developing brain.

왜 10대들은 그렇게 충동적이고, 어른들보다 자기 인식이 부족한 것처럼 보일까? 인지 신경과학자인 사라-제인 블랙모어는 사춘기 시기의 전두엽 피질과 어른들의 전두엽 피질을 비교하여 "전형적인" 10대들의 행동이 성장과 발달 과정을 거치고 있는 그들의 뇌에 의하여 어떤 영향을 받는지 설명한다.

لمَ يبدو المراهقين أكثر اندفاعاً، وأقل حذراً من البالغين؟ تقارن عالمة الأعصاب سارة جين بليكمور الفص الصدغي الجبهي لدى المراهقين به لدى البالغين، لتعرض لنا كيف أنّ تصرفات المراهقين الاعتيادية ما هي إلاّ نتيجة لنموّ الدّماغ وتطوّره.

Почему подростки кажутся намного импульсивнее, а их самосознание развито намного меньше по сравнению со взрослыми? Когнитивный нейробиолог Сара-Джейн Блэкмор сравнивает префронтальную кору головного мозга у подростков и взрослых, чтобы показать нам, что причиной типичного подросткового поведения является растущий и развивающийся мозг.

Pourquoi les adolescents semblent-ils tellement plus impulsifs, tellement moins conscient d'eux-même que les adultes ? Sarah-Jayne Blakemore, neurologue spécialiste des sciences cognitives compare le cortex préfrontal des adolescents à celui des adultes, pour nous montrer comment le comportement typique des adolescents est provoqué par un cerveau en pleine croissance et en plein développement.

¿Por qué los adolescentes parecen mucho más impulsivos, y mucho menos conscientes de sí mismos que los adultos? La neurocientífica cognitiva Sarah-Jayne Blakemore compara la corteza prefrontal en adolescentes con la de los adultos, para mostrarnos que el proceso de crecimiento y desarrollo cerebral es causa de la conducta típicamente "adolescente".

Por que os adolescente parecem tão mais impulsivos, tão menos autoconscientes do que os adultos? A neurocientista cognitiva Sarah-Jayne Blakemore compara o córtex pré-frontal de adolescentes e adultos, para nos mostrar como o comportamento adolescente" típico" é causado pelo crescimento e desenvolvimento do cérebro.

Warum scheinen Teenager so viel impulsiver und so viel weniger selbstbewusst als Erwachsene? Die kognitive Neurowissenschaftlerin Sarah-Jayne Blakemore vergleicht den präfrontalen Cortex von Jugendlichen mit dem von Erwachsenen, um zu zeigen, wie das typische Teenager-Verhalten vom wachsenden und sich entwickelnden Gehirn verursacht wird.

Professor Blakemore from University College London's Institute of Cognitive Neuroscience gives a fascinating presentation on her group's research into the social brain in adolescence. This presentation was given on Thursday 16 June 2011 at the Lost for...