Cited by 298Neural and Behavioral Psychology StudiesCognitive Abilities and TestingDevelopmental and Educational Neuropsychology

Executive functions in adolescence: inferences from brain and behavior

Crone, Eveline A.·2009·Developmental Science

Abstract

Despite the advances in understanding cognitive improvements in executive function in adolescence, much less is known about the influence of affective and social modulators on executive function and the biological underpinnings of these functions and sensitivities. Here, recent behavioral and neuroscientific studies are summarized that have used different approaches (cognition, emotion, individual differences and training) in the study of adolescent executive functions. The combination of these different approaches gives new insight into this complex transitional phase in life, and marks adolescence as not only a period of vulnerabilities, but also great opportunities in terms of training possibilities and interventions.

Integrity signals

Registry

Crossref · 10.1111/j.1467-7687.2009.00918.x

Cites

29 of 29 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Many functional imaging studies using cognitive control tasks show increased engagement of lateral prefrontal areas across adolescence.

    “many functional imaging studies, using tasks that require cognitive control, have shown increased engagement of lateral prefrontal areas across adolescence (38 -40).”

Cites

Flagged first, then by citations

Cited by

Sorted by citations

Authors
Crone, E. A.
Affiliations
Leiden University (NL)
Corresponding author
Crone, Eveline A.
Venue
Developmental Science
Publisher
Wiley
Published
2009-10-14
Volume
12
Issue
6
Pages
825-830
ISSN
  • 1363-755X (ISSN-L)
  • 1467-7687
OpenAlex
W1921855450
Cited by
298
References
29
Citations by year
2026: 8 · 2025: 12 · 2024: 20 · 2023: 23 · 2022: 19 · 2021: 21 · 2020: 15 · 2019: 21 · 2018: 15 · 2017: 15 · 2016: 19 · 2015: 20 · 2014: 16 · 2013: 27 · 2012: 23
FWCI
7.58
Type
journal article
Language
en
Open access
closed
Locations
  • Developmental Science (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Neural and Behavioral Psychology Studies
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
  • Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
Keywords
executive function, adolescence, emotional modulation, individual differences, executive function training, brain-behavior relationship, cognitive development, emotion regulation
MeSH terms
Adolescent, Adolescent Behavior, Brain, Child, Cognition, Emotions, Humans, Individuality, Neuropsychological Tests, Social Perception, Adolescent Development, Executive Function

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review