Neuroplasticity Theory of Adolescent “Emotion-Cognition” Interactive Disorder - Comorbid Mechanism of Depression, Anxiety, and Learning Difficulties

Abstract

Adolescence is a key period of development when regulation of emotions and complex cognitive processing mature significantly. Importantly, adolescence marks the peak age of internalizing disorders and learning problems. It suggests that there are neurobiological bases common for both types of conditions that require further clarification. In this paper, I explore the mechanisms of neuroplasticity involved in emotion-cognition interaction problems in adolescents who suffer from depression, anxiety, and learning disabilities. Based on the neuroimaging data, the results of longitudinal behavior research, and intervention programs, I will develop a theoretical framework according to which co-morbidity of emotional and cognitive problems is based on abnormal neuroplasticity of prefrontal-limbic neural systems, especially of the amygdala-prefrontal cortex network supporting the integration of cognition and emotion. My analysis highlights three interrelated aspects: (1) stress-related changes in synapses of the hippocampus and prefrontal cortex leading to problems with executive functions and cognitive flexibility; (2) hyperactivity of the amygdala and dysfunctional prefrontal regulatory systems increasing the interference of emotions into learning; and (3) malfunctioning reward system of the striatum decreasing motivation and engagement in studying. There are developmental periods at which interventions can normalize neuroplasticity of the adolescent brain.