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Links between DRD4, executive attention, and alphabetic skills in a nonclinical sample / Cornelia A. T. KEGEL in Journal of Child Psychology and Psychiatry, 54-3 (March 2013)
[article]
Titre : Links between DRD4, executive attention, and alphabetic skills in a nonclinical sample Type de document : Texte imprimé et/ou numérique Auteurs : Cornelia A. T. KEGEL, Auteur ; Adriana G. BUS, Auteur Article en page(s) : p.305-312 Mots-clés : K-1 students dopamine D4 receptor gene executive attention alphabetic skills mediation Index. décimale : PER Périodiques Résumé : Background: The dopamine D4 receptor gene (DRD4) has been linked to attention deficit hyperactivity disorder (ADHD) and reading disorders. In this study, we examined whether diminished anticipatory dopamine cell firing – typical of the long variant of the DRD4 allele – is related to emergent and advanced alphabetic skills, and whether executive attention is a mediator between this allele and alphabetic skills. Method: We tested alphabetic skills in a normative sample of 159 children in both kindergarten and Grade 1, and executive attention 1 year earlier. Cheek cells were collected and genomic DNA was isolated from the samples using the Chemagic buccal swab kit on a chemagen Module I workstation. Results: Thirty-seven percent of the children were carriers of at least one DRD4 7-repeat allele. Carriers of the long variant scored lower on alphabetic skills, and executive attention appeared to be a mediator of the relation between characteristics of DRD4 and alphabetic skills in kindergarten and first grade. Conclusion: This study shows how a genetic factor which has been shown to relate to variation in attention and regulatory behavior can explain delays in alphabetic skills. A practical implication is that in many cases early interventions should not only target reading skills, but also support children’s engagement in tasks. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02604.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191
in Journal of Child Psychology and Psychiatry > 54-3 (March 2013) . - p.305-312[article] Links between DRD4, executive attention, and alphabetic skills in a nonclinical sample [Texte imprimé et/ou numérique] / Cornelia A. T. KEGEL, Auteur ; Adriana G. BUS, Auteur . - p.305-312.
in Journal of Child Psychology and Psychiatry > 54-3 (March 2013) . - p.305-312
Mots-clés : K-1 students dopamine D4 receptor gene executive attention alphabetic skills mediation Index. décimale : PER Périodiques Résumé : Background: The dopamine D4 receptor gene (DRD4) has been linked to attention deficit hyperactivity disorder (ADHD) and reading disorders. In this study, we examined whether diminished anticipatory dopamine cell firing – typical of the long variant of the DRD4 allele – is related to emergent and advanced alphabetic skills, and whether executive attention is a mediator between this allele and alphabetic skills. Method: We tested alphabetic skills in a normative sample of 159 children in both kindergarten and Grade 1, and executive attention 1 year earlier. Cheek cells were collected and genomic DNA was isolated from the samples using the Chemagic buccal swab kit on a chemagen Module I workstation. Results: Thirty-seven percent of the children were carriers of at least one DRD4 7-repeat allele. Carriers of the long variant scored lower on alphabetic skills, and executive attention appeared to be a mediator of the relation between characteristics of DRD4 and alphabetic skills in kindergarten and first grade. Conclusion: This study shows how a genetic factor which has been shown to relate to variation in attention and regulatory behavior can explain delays in alphabetic skills. A practical implication is that in many cases early interventions should not only target reading skills, but also support children’s engagement in tasks. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02604.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191