See Inside December 2006/January 2007


In Leslie Sabbagh's revealing article on brain development in adolescents, "The Teen Brain, Hard at Work," psychologist Robert Epstein's passionate objection to data suggesting differences in teenage and adult brains seems puzzling and misplaced. I have worked for the past 15 years with children who come from im¿migrant homes with tightly knit family units, where social interaction is closely monitored and limited, as well as with children from more open-ended family structures, where preteens and teens are allowed greater auto¿nomy in regard to peer relations.

The stress that both groups of students experience in highly pressurized academic environments appears to be the same. Research such as that featured in the article suggests that itis vital to "de-stress" learning environments for all school-age children while they are developing greater "endogenous control." Educators might also be more empathetic toward students if they knew that their students' brain capacities are still in significant transition.

This is only a preview. Get the rest of this article now!

Select an option below:

Customer Sign In

*You must have purchased this issue or have a qualifying subscription to access this content

It has been identified that the institution you are trying to access this article from has institutional site license access to Scientific American on
Click here to access this article in its entirety through site license access.

Share this Article:


You must sign in or register as a member to submit a comment.
Scientific American Holiday Sale

Scientific American Mind Digital

Get 6 bi-monthly digital issues
+ 1yr of archive access for just $9.99

Hurry this offer ends soon! >


Email this Article


Next Article