TOWARDS A DEVELOPMENTAL MODEL OF THE MENTALIZATION DIMENSIONS DURING ADOLESCENCE
This article summarizes the main experimental data that have examined social cognition capacities in adolescence, from a behavioural and a neuroscientific vantage. It focuses on several mechanisms (i.e. theory of mind, empathy, facial and self-related processes) that have been pointed out as relevant for operationalizing the dimensions of the mentalization construct. We propose that adolescence may be characterized as a relevant period for the specialization and integration of particular mentalization dimensions. We conclude in underlying future research avenue.