What the researchers found is that all teens in the experiment talked at least some about the bigger picture—what lessons they took from a particularly poignant story, or how a story may have changed their perspective on something in their own life or the lives and futures of others. However, they found that while all of the participating teens could think transcendently, some did it far more than others. And that was what made the difference. The more a teen grappled with the bigger picture and tried to learn from the stories, the more that teen increased the coordination between brain networks over the next two years, regardless of their IQ or their socioeconomic status. This brain growth—not how a teen’s brain compared to other teens’ brains but how a teen’s brain compared to their own brain two years earlier—in turn predicted important developmental milestones, like identity development in the late teen years and life satisfaction in young adulthood, about five years later.
The findings reveal a novel predictor of brain development—transcendent thinking. The researchers believe transcendent thinking may grow the brain because it requires coordinating brain networks involved in effortful, focused thinking, like the executive control network, with those involved in internal reflection and free-form thinking, like the default mode network. These findings “have important implications for the design of middle and high schools, and potentially also for adolescent mental health,” lead researcher Immordino-Yang says. The findings suggest “the importance of attending to adolescents’ needs to engage with complex perspectives and emotions on the social and personal relevance of issues, such as through civically minded educational approaches,'' Immordino-Yang explains. Overall, Immordino-Yang underscores “the important role teens play in their own brain development through the meaning they make of the social world.”
