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Editorial: Illuminating the dark matter of developmental neuropsychiatric genetics – strategic focus for future research in child psychology and psychiatry / Klaus-Peter LESCH in Journal of Child Psychology and Psychiatry, 55-3 (March 2014)
[article]
Titre : Editorial: Illuminating the dark matter of developmental neuropsychiatric genetics – strategic focus for future research in child psychology and psychiatry Type de document : Texte imprimé et/ou numérique Auteurs : Klaus-Peter LESCH, Auteur Article en page(s) : p.201-203 Langues : Anglais (eng) Mots-clés : Behavioural genetics neuropsychiatric genetics gene-by-environment interaction epigenetics neurodevelopmental impairments gene-trait/disorder association studies guidelines Index. décimale : PER Périodiques Résumé : Research on genetic factors influencing cognitive and behavioural traits or which are central to the aetiology of neuropsychiatric diseases has been complicated by a furtive discrepancy between high heritability estimates and a scarcity of replicable gene-disorder associations. This ‘missing heritability’ has been either euphemised as the ‘dark matter’ of gene-trait association or aggravated as the ‘looming crisis in behavioural genetics’. Nevertheless, in recognising the importance of this topic for our understanding of child psychiatric conditions and highlighting its commitment to the field, the Journal of Child Psychology and Psychiatry (JCPP) has for the first time appointed an editor with special responsibility for molecular (epi)genetics. En ligne : http://dx.doi.org/10.1111/jcpp.12223 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=226
in Journal of Child Psychology and Psychiatry > 55-3 (March 2014) . - p.201-203[article] Editorial: Illuminating the dark matter of developmental neuropsychiatric genetics – strategic focus for future research in child psychology and psychiatry [Texte imprimé et/ou numérique] / Klaus-Peter LESCH, Auteur . - p.201-203.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 55-3 (March 2014) . - p.201-203
Mots-clés : Behavioural genetics neuropsychiatric genetics gene-by-environment interaction epigenetics neurodevelopmental impairments gene-trait/disorder association studies guidelines Index. décimale : PER Périodiques Résumé : Research on genetic factors influencing cognitive and behavioural traits or which are central to the aetiology of neuropsychiatric diseases has been complicated by a furtive discrepancy between high heritability estimates and a scarcity of replicable gene-disorder associations. This ‘missing heritability’ has been either euphemised as the ‘dark matter’ of gene-trait association or aggravated as the ‘looming crisis in behavioural genetics’. Nevertheless, in recognising the importance of this topic for our understanding of child psychiatric conditions and highlighting its commitment to the field, the Journal of Child Psychology and Psychiatry (JCPP) has for the first time appointed an editor with special responsibility for molecular (epi)genetics. En ligne : http://dx.doi.org/10.1111/jcpp.12223 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=226 Chaotic homes and school achievement: a twin study / Ken B. HANSCOMBE in Journal of Child Psychology and Psychiatry, 52-11 (November 2011)
[article]
Titre : Chaotic homes and school achievement: a twin study Type de document : Texte imprimé et/ou numérique Auteurs : Ken B. HANSCOMBE, Auteur ; Claire Margaret Alison HAWORTH, Auteur ; Oliver S.P. DAVIS, Auteur ; Sara R. JAFFEE, Auteur ; Robert PLOMIN, Auteur Année de publication : 2011 Article en page(s) : p.1212-1220 Langues : Anglais (eng) Mots-clés : Gene–environment correlation household chaos environmental confusion home environment school achievement twin studies behavioural genetics Index. décimale : PER Périodiques Résumé : Background: Chaotic homes predict poor school performance. Given that it is known that genes affect both children’s experience of household chaos and their school achievement, to what extent is the relationship between high levels of noise and environmental confusion in the home, and children’s school performance, mediated by heritable child effects? This is the first study to explore the genetic and environmental pathways between household chaos and academic performance.
Method: Children’s perceptions of family chaos at ages 9 and 12 and their school performance at age 12 were assessed in more than 2,300 twin pairs. The use of child-specific measures in a multivariate genetic analysis made it possible to investigate the genetic and environmental origins of the covariation between children’s experience of chaos in the home and their school achievement.
Results: Children’s experience of family chaos and their school achievement were significantly correlated in the expected negative direction (r = −.26). As expected, shared environmental factors explained a large proportion (63%) of the association. However, genetic factors accounted for a significant proportion (37%) of the association between children’s experience of household chaos and their school performance.
Conclusions: The association between chaotic homes and poor performance in school, previously assumed to be entirely environmental in origin, is in fact partly genetic. How children’s home environment affects their academic achievement is not simply in the direction environment → child → outcome. Instead, genetic factors that influence children’s experience of the disordered home environment also affect how well they do at school. The relationship between the child, their environment and their performance at school is complex: both genetic and environmental factors play a role.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02421.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145
in Journal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1212-1220[article] Chaotic homes and school achievement: a twin study [Texte imprimé et/ou numérique] / Ken B. HANSCOMBE, Auteur ; Claire Margaret Alison HAWORTH, Auteur ; Oliver S.P. DAVIS, Auteur ; Sara R. JAFFEE, Auteur ; Robert PLOMIN, Auteur . - 2011 . - p.1212-1220.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1212-1220
Mots-clés : Gene–environment correlation household chaos environmental confusion home environment school achievement twin studies behavioural genetics Index. décimale : PER Périodiques Résumé : Background: Chaotic homes predict poor school performance. Given that it is known that genes affect both children’s experience of household chaos and their school achievement, to what extent is the relationship between high levels of noise and environmental confusion in the home, and children’s school performance, mediated by heritable child effects? This is the first study to explore the genetic and environmental pathways between household chaos and academic performance.
Method: Children’s perceptions of family chaos at ages 9 and 12 and their school performance at age 12 were assessed in more than 2,300 twin pairs. The use of child-specific measures in a multivariate genetic analysis made it possible to investigate the genetic and environmental origins of the covariation between children’s experience of chaos in the home and their school achievement.
Results: Children’s experience of family chaos and their school achievement were significantly correlated in the expected negative direction (r = −.26). As expected, shared environmental factors explained a large proportion (63%) of the association. However, genetic factors accounted for a significant proportion (37%) of the association between children’s experience of household chaos and their school performance.
Conclusions: The association between chaotic homes and poor performance in school, previously assumed to be entirely environmental in origin, is in fact partly genetic. How children’s home environment affects their academic achievement is not simply in the direction environment → child → outcome. Instead, genetic factors that influence children’s experience of the disordered home environment also affect how well they do at school. The relationship between the child, their environment and their performance at school is complex: both genetic and environmental factors play a role.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02421.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145 Commentary: Attachment is a biological concept – a reflection on Fearon et al. (2014) / Michael RUTTER in Journal of Child Psychology and Psychiatry, 55-9 (September 2014)
[article]
Titre : Commentary: Attachment is a biological concept – a reflection on Fearon et al. (2014) Type de document : Texte imprimé et/ou numérique Auteurs : Michael RUTTER, Auteur Article en page(s) : p.1042-1043 Langues : Anglais (eng) Mots-clés : Attachment constructs behavioural genetics biological responses Index. décimale : PER Périodiques Résumé : This article is a commentary on Fearon et al. (2014, Genetic and environmental influences on adolescent attachment) published in this issue. En ligne : http://dx.doi.org/10.1111/jcpp.12301 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238
in Journal of Child Psychology and Psychiatry > 55-9 (September 2014) . - p.1042-1043[article] Commentary: Attachment is a biological concept – a reflection on Fearon et al. (2014) [Texte imprimé et/ou numérique] / Michael RUTTER, Auteur . - p.1042-1043.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 55-9 (September 2014) . - p.1042-1043
Mots-clés : Attachment constructs behavioural genetics biological responses Index. décimale : PER Périodiques Résumé : This article is a commentary on Fearon et al. (2014, Genetic and environmental influences on adolescent attachment) published in this issue. En ligne : http://dx.doi.org/10.1111/jcpp.12301 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 Exploring the Covariation between Anxiety and Depression Symptoms: A Genetic Analysis of the Effects of Age and Sex / Thalia C. ELEY in Journal of Child Psychology and Psychiatry, 40-8 (November 1999)
[article]
Titre : Exploring the Covariation between Anxiety and Depression Symptoms: A Genetic Analysis of the Effects of Age and Sex Type de document : Texte imprimé et/ou numérique Auteurs : Thalia C. ELEY, Auteur ; Jim STEVENSON, Auteur Année de publication : 1999 Article en page(s) : p.1273-1282 Langues : Anglais (eng) Mots-clés : Anxiety adolescence behavioural genetics comorbidity depression gender Index. décimale : PER Périodiques Résumé : Self-reported anxiety and depression symptoms in children and adolescents have been shown to be heritable, and are also highly correlated. Furthermore, there have been indications in the literature of sex and age differences in the aetiologies of these two types of symptoms. This study set out to ascertain to what extent the genetic and environmental factors that influence anxiety symptoms also influence depression symptoms, and whether these are the same in children and adolescents, and males and females. Four hundred and ninety pairs of twins aged 8 to 16 years completed the Children's Depression Inventory and the Trait scale of the State-Trait Anxiety Inventory for Children. There were significant effects of age and sex on the variance in and covariance between these two types of symptom. Bivariate genetic analyses of the measures indicated that the genetic influences on anxiety and depression were shared for all four groups, a finding that has been consistently demonstrated for adults. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125
in Journal of Child Psychology and Psychiatry > 40-8 (November 1999) . - p.1273-1282[article] Exploring the Covariation between Anxiety and Depression Symptoms: A Genetic Analysis of the Effects of Age and Sex [Texte imprimé et/ou numérique] / Thalia C. ELEY, Auteur ; Jim STEVENSON, Auteur . - 1999 . - p.1273-1282.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 40-8 (November 1999) . - p.1273-1282
Mots-clés : Anxiety adolescence behavioural genetics comorbidity depression gender Index. décimale : PER Périodiques Résumé : Self-reported anxiety and depression symptoms in children and adolescents have been shown to be heritable, and are also highly correlated. Furthermore, there have been indications in the literature of sex and age differences in the aetiologies of these two types of symptoms. This study set out to ascertain to what extent the genetic and environmental factors that influence anxiety symptoms also influence depression symptoms, and whether these are the same in children and adolescents, and males and females. Four hundred and ninety pairs of twins aged 8 to 16 years completed the Children's Depression Inventory and the Trait scale of the State-Trait Anxiety Inventory for Children. There were significant effects of age and sex on the variance in and covariance between these two types of symptom. Bivariate genetic analyses of the measures indicated that the genetic influences on anxiety and depression were shared for all four groups, a finding that has been consistently demonstrated for adults. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 The developmental origins of genetic factors influencing language and literacy: Associations with early-childhood vocabulary / E. VERHOEF in Journal of Child Psychology and Psychiatry, 62-6 (June 2021)
[article]
Titre : The developmental origins of genetic factors influencing language and literacy: Associations with early-childhood vocabulary Type de document : Texte imprimé et/ou numérique Auteurs : E. VERHOEF, Auteur ; C. Y. SHAPLAND, Auteur ; S. E. FISHER, Auteur ; Philip S. DALE, Auteur ; B. ST POURCAIN, Auteur Article en page(s) : p.728-738 Langues : Anglais (eng) Mots-clés : Adolescent Child Humans Language Language Development Literacy Longitudinal Studies Vocabulary Alspac behavioural genetics language and literacy development Index. décimale : PER Périodiques Résumé : BACKGROUND: The heritability of language and literacy skills increases from early-childhood to adolescence. The underlying mechanisms are little understood and may involve (a) the amplification of genetic influences contributing to early language abilities, and/or (b) the emergence of novel genetic factors (innovation). Here, we investigate the developmental origins of genetic factors influencing mid-childhood/early-adolescent language and literacy. We evaluate evidence for the amplification of early-childhood genetic factors for vocabulary, in addition to genetic innovation processes. METHODS: Expressive and receptive vocabulary scores at 38 months, thirteen language- and literacy-related abilities and nonverbal cognition (7-13 years) were assessed in unrelated children from the Avon Longitudinal Study of Parents and Children (ALSPAC, N(individuals) ? 6,092). We investigated the multivariate genetic architecture underlying early-childhood expressive and receptive vocabulary, and each of 14 mid-childhood/early-adolescent language, literacy or cognitive skills with trivariate structural equation (Cholesky) models as captured by genome-wide genetic relationship matrices. The individual path coefficients of the resulting structural models were finally meta-analysed to evaluate evidence for overarching patterns. RESULTS: We observed little support for the emergence of novel genetic sources for language, literacy or cognitive abilities during mid-childhood or early adolescence. Instead, genetic factors of early-childhood vocabulary, especially those unique to receptive skills, were amplified and represented the majority of genetic variance underlying many of these later complex skills (?99%). The most predictive early genetic factor accounted for 29.4%(SE = 12.9%) to 45.1%(SE = 7.6%) of the phenotypic variation in verbal intelligence and literacy skills, but also for 25.7%(SE = 6.4%) in performance intelligence, while explaining only a fraction of the phenotypic variation in receptive vocabulary (3.9%(SE = 1.8%)). CONCLUSIONS: Genetic factors contributing to many complex skills during mid-childhood and early adolescence, including literacy, verbal cognition and nonverbal cognition, originate developmentally in early-childhood and are captured by receptive vocabulary. This suggests developmental genetic stability and overarching aetiological mechanisms. En ligne : http://dx.doi.org/10.1111/jcpp.13327 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456
in Journal of Child Psychology and Psychiatry > 62-6 (June 2021) . - p.728-738[article] The developmental origins of genetic factors influencing language and literacy: Associations with early-childhood vocabulary [Texte imprimé et/ou numérique] / E. VERHOEF, Auteur ; C. Y. SHAPLAND, Auteur ; S. E. FISHER, Auteur ; Philip S. DALE, Auteur ; B. ST POURCAIN, Auteur . - p.728-738.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-6 (June 2021) . - p.728-738
Mots-clés : Adolescent Child Humans Language Language Development Literacy Longitudinal Studies Vocabulary Alspac behavioural genetics language and literacy development Index. décimale : PER Périodiques Résumé : BACKGROUND: The heritability of language and literacy skills increases from early-childhood to adolescence. The underlying mechanisms are little understood and may involve (a) the amplification of genetic influences contributing to early language abilities, and/or (b) the emergence of novel genetic factors (innovation). Here, we investigate the developmental origins of genetic factors influencing mid-childhood/early-adolescent language and literacy. We evaluate evidence for the amplification of early-childhood genetic factors for vocabulary, in addition to genetic innovation processes. METHODS: Expressive and receptive vocabulary scores at 38 months, thirteen language- and literacy-related abilities and nonverbal cognition (7-13 years) were assessed in unrelated children from the Avon Longitudinal Study of Parents and Children (ALSPAC, N(individuals) ? 6,092). We investigated the multivariate genetic architecture underlying early-childhood expressive and receptive vocabulary, and each of 14 mid-childhood/early-adolescent language, literacy or cognitive skills with trivariate structural equation (Cholesky) models as captured by genome-wide genetic relationship matrices. The individual path coefficients of the resulting structural models were finally meta-analysed to evaluate evidence for overarching patterns. RESULTS: We observed little support for the emergence of novel genetic sources for language, literacy or cognitive abilities during mid-childhood or early adolescence. Instead, genetic factors of early-childhood vocabulary, especially those unique to receptive skills, were amplified and represented the majority of genetic variance underlying many of these later complex skills (?99%). The most predictive early genetic factor accounted for 29.4%(SE = 12.9%) to 45.1%(SE = 7.6%) of the phenotypic variation in verbal intelligence and literacy skills, but also for 25.7%(SE = 6.4%) in performance intelligence, while explaining only a fraction of the phenotypic variation in receptive vocabulary (3.9%(SE = 1.8%)). CONCLUSIONS: Genetic factors contributing to many complex skills during mid-childhood and early adolescence, including literacy, verbal cognition and nonverbal cognition, originate developmentally in early-childhood and are captured by receptive vocabulary. This suggests developmental genetic stability and overarching aetiological mechanisms. En ligne : http://dx.doi.org/10.1111/jcpp.13327 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456 The p factor: genetic analyses support a general dimension of psychopathology in childhood and adolescence / Andrea G. ALLEGRINI in Journal of Child Psychology and Psychiatry, 61-1 (January 2020)
PermalinkA Twin Study of State and Trait Anxiety in Childhood and Adolescence / Lisa N. LEGRAND in Journal of Child Psychology and Psychiatry, 40-6 (September 1999)
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