When it comes to brain development overproduction or exuberance occurs only during prenatal development and through the first 18 months of life?

Finally, one last recent surprise for researchers studying brain development in adolescence has been in the growth of the cerebellum (see Figure 3.6). This is perhaps the biggest surprise of all because the cerebellum is part of the lower brain, well beneath the cortex, and has been long thought to be involved only in basic functions such as movement. Now, however, it turns out that the cerebellum is important for many higher functions as well, such as mathematics, music, decision making, and even social skills and understanding humor. It also turns out that the cerebellum continues to grow through adolescence and well into emerging adulthood (Tiemeier et al., 2009). In fact, it is the last structure of the brain to stop growing, not completing its phase of overproduction and pruning until the mid-20s, even after the frontal lobes.

However, neuroscientists have also begun to investigate the possibility that there are aspects of brain development that make emerging adults especially vulnerable to mental disorders. It is notable that the median ages of onset of a variety of psychological problems occur during the emerging adult years, including anxiety disorders, depression, bipolar disorder, and schizophrenia (Arnett, Žukauskienė, & Sugimura, 2014). Could it be that changes in brain development make some emerging adults more susceptible during this time? Recent research has identified intriguing clues. For example, there is growing evidence that unusually rapid synaptic pruning of the gray matter during emerging adulthood is implicated in the development of schizophrenia, anxiety, and depression (Taber-Thomas & Perez-Edgar, 2015). Furthermore, there may an interaction with the environment, in the sense that too-rapid synaptic pruning may heighten sensitivity to stress and make the individual vulnerable to disorders

What is the best description of adolescence?

What does guidance refer to in Rogoff's concept of guided participation?

What factor is considered the driving force in Piaget's theory of stage development?

Who is the most likely to understand the metaphor life is like a box of chocolates group of answer choices?