Leiden University. Netherlands: Children learn how to control and slow down their
own behaviour at an early age. This important skill initially requires a
lot of brain activity, but becomes more and more efficient as they grow
older and become adolescents, concludes PhD candidate Margot Schel.
Everyone knows the sensation, either from their own experiences
or by witnessing it elsewhere: the urge to punch someone but settling on
a verbal reproach, or writing an angry e-mail but not sending it. Both
are examples of stopping yourself (at the last minute), because it’s not
a sensible thing to do. In short, you’re capable of controlling
yourself. This type of self-control is the mirror image of the behaviour
you’re controlling, behaviour spurred on by external stimuli. The same
can be said of deciding not to beat that red light and hitting the
brakes when the lights turn orange. This last example of self-regulation
has been studied extensively, but the same cannot be said for
self-control of anger.
Brain activity related to stopping,
with and without a stop signal, show a lot of overlap: the orange
regions are the parts where there is overlap.
Schel’s research has shown that the areas of the brain
responsible for stopping yourself from punching someone in anger are
largely the same regions that are active when you stop for an external
signal like a red light. Schel also discovered that these areas are a
lot more active in children, than they are in adults when faced with
similar decisions. Schel and her supervisor, Professor of Developmental
and Educational Psychology Eveline Crone, conclude from this that
self-regulation becomes more efficient as children grow older and enter
adolescence; self-control becomes easier and automatic. Schel also noted
that your heart rate slows down when you are facing a ‘stop decision’.
It’s a complicated urge to study, as there isn’t an external
stopping signal to influence people with. There is no proper, concrete
way to measure this behaviour either, as you don’t actually do the task
you intended to do. Schel therefore developed a computer simulation, in
which test subjects could see a marble rolling down a slope. Test
subjects were told that they had to stop the marble whenever it turned
green, but that they were allowed to decide for themselves what to do
when it stayed white. If they didn’t intervene, the marble would
eventually hit the ground and break. During this study, Schel looked at
whether and when people chose to stop the marble from breaking. She also
measured any changes occurring in heart rate frequency and brain
activity; two excellent gauges for studying behaviour in situations
where behaviour is difficult to measure.
Schel’s research was primarily intended to discover how people
can control their own behaviour. She was also trying to find out how
this elementary skill develops during childhood and adolescence. Her
results pave the way for a subsequent study focusing on concrete
applications, such as the level of self-control in children that have,
for example, been diagnosed with ADHD or have a tendency towards
aggression.
The research waspart of an international network that included
researchers from the United Kingdom, Belgium, Germany and the
Netherlands, who studied and measured these complex processes, and made
significant steps towards better understanding them. It was financed
with a subsidy from the European Science Foundation.
Coinciding with Schel’s PhD defence, the symposium will be held on Wednesday 21 January, featuring (amongst others) eight foreign speakers.