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Neuroimaging studies have shown continued structural and functional development in neural circuitry underlying social and emotional behaviour during adolescence. This article explores adolescent neurocognitive development in two domains: sensitivity to social rejection and Theory of Mind (ToM). Adolescents often report hypersensitivity to social rejection. The studies presented here suggest that this is accompanied by reduced responses in brain regions involved in emotion regulation. Studies on social rejection in adolescents with autism spectrum conditions will also be discussed. ToM is another social cognitive domain which undergoes neurocognitive development between adolescence and adulthood. ToM refers to the ability to understand others' thoughts and intentions. Neuroimaging data suggest that the ability to integrate emotional information into ToM decisions continues to develop between adolescence and adulthood. In sum, these studies demonstrate ongoing development of social and emotional cognition during adolescence at both behavioural and neural levels, providing a neurocognitive framework for understanding adolescent behaviour. [ABSTRACT FROM AUTHOR]

This article describes recent research which informs our understanding of changes in social cognition during adolescence. The focus will be on mentalising, the ability to attribute and manipulate mental states in the self and others. Mentalising is supported by the medial prefrontal cortex (MPFC) and both anterior and posterior regions of the temporal lobes. In the past decade, studies have demonstrated development during adolescence of white and grey matter brain structure, with most protracted changes observed in frontal and temporal lobes, including those regions supporting mentalising. This article presents evidence that certain aspects of social cognition continue to change during adolescence, highlighting results from recent research investigating the use of theory of mind information in a communicative context. The findings highlight how adolescence, and not only childhood, is a time of continued maturation of brain and behaviour, when education and the environment can have an impact on cognitive development. [ABSTRACT FROM AUTHOR]