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Supplemental material, sj-docx-2-cpx-10.1177_21677026221125180 for Adolescent Social Communication Through Smartphones: Linguistic Features of Internalizing Symptoms and Daily Mood by Elizabeth A. McNeilly, Kathryn L. Mills, Lauren E. Kahn, Ryann Crowley, Jennifer H. Pfeifer and Nicholas B. Allen in Clinical Psychological Science

Supplemental material, sj-docx-2-cpx-10.1177_21677026221125180 for Adolescent Social Communication Through Smartphones: Linguistic Features of Internalizing Symptoms and Daily Mood by Elizabeth A. McNeilly, Kathryn L. Mills, Lauren E. Kahn, Ryann Crowley, Jennifer H. Pfeifer and Nicholas B. Allen in Clinical Psychological Science

Supplemental material, sj-docx-1-cpx-10.1177_21677026221125180 for Adolescent Social Communication Through Smartphones: Linguistic Features of Internalizing Symptoms and Daily Mood by Elizabeth A. McNeilly, Kathryn L. Mills, Lauren E. Kahn, Ryann Crowley, Jennifer H. Pfeifer and Nicholas B. Allen in Clinical Psychological Science

Supplemental material, sj-docx-3-cpx-10.1177_21677026221125180 for Adolescent Social Communication Through Smartphones: Linguistic Features of Internalizing Symptoms and Daily Mood by Elizabeth A. McNeilly, Kathryn L. Mills, Lauren E. Kahn, Ryann Crowley, Jennifer H. Pfeifer and Nicholas B. Allen in Clinical Psychological Science

Supplemental material, sj-docx-3-cpx-10.1177_21677026221125180 for Adolescent Social Communication Through Smartphones: Linguistic Features of Internalizing Symptoms and Daily Mood by Elizabeth A. McNeilly, Kathryn L. Mills, Lauren E. Kahn, Ryann Crowley, Jennifer H. Pfeifer and Nicholas B. Allen in Clinical Psychological Science

The Adolescent Brain Cognitive Development℠ (ABCD) Study is an ongoing, diverse, longitudinal, and multi-site study of 11,880 adolescents in the United States. The ABCD Study provides open access to data about pubertal development at a large scale, and this article is a researcher's guide that both describes its pubertal variables and outlines recommendations for use. These considerations are contextualized with reference to cross-sectional empirical analyses of pubertal measures within the baseline ABCD dataset by Herting, Uban, and colleagues (2021). We discuss strategies to capitalize on strengths, mitigate weaknesses, and appropriately interpret study limitations for researchers using pubertal variables within the ABCD dataset, with the aim of building toward a robust science of adolescent development.

Supplemental material, Gruber_Supplemental_Material_Table_S5 for The Future of Women in Psychological Science by June Gruber, Jane Mendle, Kristen A. Lindquist, Toni Schmader, Lee Anna Clark, Eliza Bliss-Moreau, Modupe Akinola, Lauren Atlas, Deanna M. Barch, Lisa Feldman Barrett, Jessica L. Borelli, Tiffany Brannon, Silvia A. Bunge, Belinda Campos, Jessica Cantlon, Rona Carter, Adrienne R. Carter-Sowell, Serena Chen, Michelle G. Craske, Amy J. C. Cuddy, Alia Crum, Lila Davachi, Angela L. Duckworth, Sunny J. Dutra, Naomi I. Eisenberger, Melissa Ferguson, Brett Q. Ford, Barbara L. Fredrickson, Sherryl H. Goodman, Alison Gopnik, Valerie Purdie Greenaway, Kate L. Harkness, Mikki Hebl, Wendy Heller, Jill Hooley, Lily Jampol, Sheri L. Johnson, Jutta Joormann, Katherine D. Kinzler, Hedy Kober, Ann M. Kring, Elizabeth Levy Paluck, Tania Lombrozo, Stella F. Lourenco, Kateri McRae, Joan K. Monin, Judith T. Moskowitz, Misaki N. Natsuaki, Gabriele Oettingen, Jennifer H. Pfeifer, Nicole Prause, Darby Saxbe, Pamela K. Smith, Barbara A. Spellman, Virginia Sturm, Bethany A. Teachman, Renee J. Thompson, Lauren M. Weinstock and Lisa A. Williams in Perspectives on Psychological Science

Supplemental material, Gruber_Supplemental_Material_Table_S1 for The Future of Women in Psychological Science by June Gruber, Jane Mendle, Kristen A. Lindquist, Toni Schmader, Lee Anna Clark, Eliza Bliss-Moreau, Modupe Akinola, Lauren Atlas, Deanna M. Barch, Lisa Feldman Barrett, Jessica L. Borelli, Tiffany Brannon, Silvia A. Bunge, Belinda Campos, Jessica Cantlon, Rona Carter, Adrienne R. Carter-Sowell, Serena Chen, Michelle G. Craske, Amy J. C. Cuddy, Alia Crum, Lila Davachi, Angela L. Duckworth, Sunny J. Dutra, Naomi I. Eisenberger, Melissa Ferguson, Brett Q. Ford, Barbara L. Fredrickson, Sherryl H. Goodman, Alison Gopnik, Valerie Purdie Greenaway, Kate L. Harkness, Mikki Hebl, Wendy Heller, Jill Hooley, Lily Jampol, Sheri L. Johnson, Jutta Joormann, Katherine D. Kinzler, Hedy Kober, Ann M. Kring, Elizabeth Levy Paluck, Tania Lombrozo, Stella F. Lourenco, Kateri McRae, Joan K. Monin, Judith T. Moskowitz, Misaki N. Natsuaki, Gabriele Oettingen, Jennifer H. Pfeifer, Nicole Prause, Darby Saxbe, Pamela K. Smith, Barbara A. Spellman, Virginia Sturm, Bethany A. Teachman, Renee J. Thompson, Lauren M. Weinstock and Lisa A. Williams in Perspectives on Psychological Science

Adolescence is a period of heightened social engagement that is accompanied by normative changes in neural reactivity to affective stimuli. It is also a period of concurrent endocrine and physical changes associated with puberty. A growing body of research suggests that hormonal shifts during adolescence impact brain development, but minimal research in humans has examined the relationship between intra-individual changes in puberty and brain function. The current study examines linear and nonlinear changes in affective reactivity in a longitudinal sample of 82 adolescents who underwent three fMRI sessions between the ages of 9 and 18 years. Changes in response to affective facial stimuli were related to age, pubertal stage, and testosterone levels. Using multilevel modelling, we highlight extensive nonlinear development of socio-emotional responsivity across the brain. Results include mid-pubertal peaks in amygdala and hippocampus response to fearful expressions, as well as sex differences in regions subserving social and self-evaluative processes. However, testosterone levels exhibited inverse patterns of association with neural response compared to pubertal stage in females (e.g. U-shaped relationship with the amygdala and hippocampus). Findings highlight potentially unique roles of age, pubertal stage and testosterone on socio-emotional development during adolescence, as well as sex differences in these associations.

Experiences of adversity in the early years of life alter the developing brain. However, evidence documenting this relationship often focuses on severe stressors and relies on peripheral measures of neurobiological functioning during infancy. The present study employed functional magnetic resonance imaging (fMRI) during natural sleep to examine associations between a more moderate environmental stressor (non-physical interparental conflict), and 6–12 month-old infants’ neural processing of emotional tone of voice. The primary question was whether interparental conflict experienced by infants is associated with neural responses to emotional tone of voice, particularly very angry speech. Results indicated that maternal report of higher interparental conflict was associated with infants’ heightened neural responses to very angry versus neutral speech across several brain regions implicated in emotion and stress reactivity and regulation (including rostral anterior cingulate cortex, caudate, thalamus and hypothalamus) – suggesting that even moderate environmental stress may be associated with brain functioning during infancy.

Functional magnetic resonance imaging (fMRI) research with infants and toddlers has increased rapidly over the past decade, and provided a unique window into early brain development. In the current report, we review the state of the literature, which has established the feasibility and utility of task-based fMRI and resting state functional connectivity MRI (rs-fcMRI) during early periods of brain maturation. These methodologies have been successfully applied beginning in the neonatal period to increase understanding of how the brain both responds to environmental stimuli, and becomes organized into large-scale functional systems that support complex behaviors. We discuss the methodological challenges posed by this promising area of research. We also highlight that despite these challenges, early work indicates a strong potential for these methods to influence multiple research domains. As an example, we focus on the study of early life stress and its influence on brain development and mental health outcomes. We illustrate the promise of these methodologies for building on, and making important contributions to, the existing literature in this field.