ReviewPsychobiology of persistent antisocial behavior: Stress, early vulnerabilities and the attenuation hypothesis
Section snippets
Background of the problem
Stressors imposed by early physical vulnerabilities, such as genes, exposure to teratogenic substances, and an adverse care giving environment are proposed to set in motion early biological precursors of later disruptive and aggressive behavior. The problem is that the biological mechanisms involved in antisocial behavior remain unknown as the findings are disconnected and tend to examine one biological system at a time with little integration across systems. Thus, an opportunity to intervene
The stress system and antisocial behavior
Hypoarousal of the sympathetic nervous system (SNS) components of the stress system is related to antisocial behavior in vastly differing populations. In the 1980 s, Raine and Venables (1984) showed that antisocial subjects were characterized by lower tonic heart-rate levels. An interpretation of these findings was that lower heart rate levels in antisocial adolescents may reflect a vagal passive adaptation to mildly aversive events. Raine also showed that underarousal of both the central
Mechanisms of attenuation of the stress system and antisocial behavior
The theoretical perspective put forth is that inherited vulnerabilities and early life adversities predispose some children toward patterns of attenuation of arousal and these patterns are stable aspects of the psychobiology of persistent antisocial behavior. The stress system is proposed to mediate inherited vulnerabilities and nonoptimal conditions of child rearing through early learning and memory via the amydalar system and its extensive network of connections to the hypothalamus,
Amygdala
The amygdala is considered a key mediator of emotions (Davidson and Irwin, 1999, Joseph, 1999) and conditioning and extinction of fear. Therefore, it is proposed that the effects of the early environment are mediated, at least in part, by altering the degree of neural activity within the amygdala. This heterogeneous structure is involved in the modulation of neuroendocrine functions, visceral effector mechanisms, and complex patterns of integrated behavior including defense reactions,
Early learning
Learning theory suggests that fear is learned after a sufficient number of pairings of a neutral and conditioned stimulus (CS). Long-term changes are established in the brain, such that a CS begins to elicit behavioral, autonomic and endocrine responses that are usually associated with danger (LeDoux, 1986, LeDoux, 1996, LeDoux, 1998). Conditioned fear is an amygdala-dependent form of learning (Rogan et al., 1997). Fear extinction is considered to be influenced by similar principles of learning
Dynamic systems and structures
Any model that aims at contributing to understanding and explaining complex aggressive, delinquent and criminal behavior is by definition an integrated perspective that considers emotional, contextual and neurobiological processes (Magnusson and Cairns, 1996, Lerner, 1998, Lerner and Walls, 1999, Magnusson and Stattin, 1998, Magnusson, 1988, Magnusson, 1999, Magnusson et al., 1999, Susman and Rogol, 2004). At a general level, the holistic nature of neurodevelopmental processes implies that they
Conclusions
Integrated theories consider development as successive changes that entail structural biological change as well as dynamic functional changes in psychological capabilities (Hinde, 1987, Lerner, 1986, Lerner, 1998, Magnusson, 1988, Mayr, 1988, Susman, 1998). Absent in previous models, with Moffitt as the exception, were notions about the synchronization of neurophysiological processes with emotional, cognitive, and care giving contextual processes in the establishment and maintenance of
Acknowledgements
Thank you is extended to David Magnusson for his wise input to this manuscript. This report was made possible by a grant from the Swedish Council for Humanities and Social Sciences to David Magnusson for inviting Elizabeth J. Susman as a distinguished guest researcher to the Laboratory for Developmental Science at Stockholm University, Stockholm, Sweden.
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