S
Sarah-Jayne Blakemore
Researcher at University of Cambridge
Publications - 250
Citations - 34650
Sarah-Jayne Blakemore is an academic researcher from University of Cambridge. The author has contributed to research in topics: Social cognition & Mental health. The author has an hindex of 81, co-authored 211 publications receiving 29660 citations. Previous affiliations of Sarah-Jayne Blakemore include Newcastle University & French Institute of Health and Medical Research.
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Brain development during puberty: State of the science: Commentary
TL;DR: The results show clear patterns in fMRI brain activation patterns in children performing a verb generation task that are similar to those seen in adults during a nonspatial working memory task with functional MRI.
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Trust and social reciprocity in adolescence--a matter of perspective-taking
Anne-Kathrin Fett,Anne-Kathrin Fett,Sukhi Shergill,Paula M. Gromann,Iroise Dumontheil,Sarah-Jayne Blakemore,Farah Yakub,Lydia Krabbendam +7 more
TL;DR: It is shown that those with a higher perspective-taking tendency demonstrate greater trust towards others and higher levels of trust during cooperative interactions, and that high perspective-takers reduced their trust more drastically and showed more malevolent and less benevolent tit-for-tat when they were treated unfairly by their counterpart.
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Top-down modulation of the perception of other people in schizophrenia and autism.
TL;DR: Evidence that top-down modulation of social perception and imitation is atypical in Autism Spectrum Conditions and in schizophrenia is discussed, and the effect this may have on the development of social interactions for individuals with these developmental disorders is considered.
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The effects of puberty on white matter development in boys.
TL;DR: Regression models showed that pubertal effects could not simply be ascribed to age and mean diffusivity decreases were associated with increasing salivary testosterone levels.
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The Role of Affective Control in Emotion Regulation During Adolescence
TL;DR: Good affective control appears related to fewer ruminative tendencies in adolescence as well as more frequent and successful reappraisal in older adolescents, and the notion of Affective control as a cognitive building block of successful emotion regulation is supported.