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The dopamine D2 receptor gene, perceived parental support, and adolescent loneliness: longitudinal evidence for gene–environment interactions / Eeske VAN ROEKEL in Journal of Child Psychology and Psychiatry, 52-10 (October 2011)
[article]
Titre : The dopamine D2 receptor gene, perceived parental support, and adolescent loneliness: longitudinal evidence for gene–environment interactions Type de document : Texte imprimé et/ou numérique Auteurs : Eeske VAN ROEKEL, Auteur ; Luc GOOSSENS, Auteur ; Ron H. J. SCHOLTE, Auteur ; Rutger C.M.E. ENGELS, Auteur ; Maaike VERHAGEN, Auteur Année de publication : 2011 Article en page(s) : p.1044-1051 Langues : Anglais (eng) Mots-clés : loneliness dopamine D2 receptor gene DRD2 parental support gene–environment interaction adolescence Index. décimale : PER Périodiques Résumé : Background: Loneliness is a common problem in adolescence. Earlier research focused on genes within the serotonin and oxytocin systems, but no studies have examined the role of dopamine-related genes in loneliness. In the present study, we focused on the dopamine D2 receptor gene (DRD2).
Methods: Associations among the DRD2, sex, parental support, and loneliness were examined in a longitudinal study spanning five annual waves (N = 307).
Results: Using Latent Growth Curve Modeling, DRD2 genotype was not directly related to loneliness. Interactions were found between parental support and DRD2 genotype, showing that adolescents with the A2A2 genotype who perceived little support from their parents had the highest baseline levels of loneliness. Adolescents with an A1 allele were not susceptible to the rewarding effect of parental support.
Conclusions: The present study is the first to examine the role of the DRD2 genotype in loneliness. Our results contribute to a further understanding of the environmental and genetic basis of loneliness in adolescence.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02424.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=142
in Journal of Child Psychology and Psychiatry > 52-10 (October 2011) . - p.1044-1051[article] The dopamine D2 receptor gene, perceived parental support, and adolescent loneliness: longitudinal evidence for gene–environment interactions [Texte imprimé et/ou numérique] / Eeske VAN ROEKEL, Auteur ; Luc GOOSSENS, Auteur ; Ron H. J. SCHOLTE, Auteur ; Rutger C.M.E. ENGELS, Auteur ; Maaike VERHAGEN, Auteur . - 2011 . - p.1044-1051.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 52-10 (October 2011) . - p.1044-1051
Mots-clés : loneliness dopamine D2 receptor gene DRD2 parental support gene–environment interaction adolescence Index. décimale : PER Périodiques Résumé : Background: Loneliness is a common problem in adolescence. Earlier research focused on genes within the serotonin and oxytocin systems, but no studies have examined the role of dopamine-related genes in loneliness. In the present study, we focused on the dopamine D2 receptor gene (DRD2).
Methods: Associations among the DRD2, sex, parental support, and loneliness were examined in a longitudinal study spanning five annual waves (N = 307).
Results: Using Latent Growth Curve Modeling, DRD2 genotype was not directly related to loneliness. Interactions were found between parental support and DRD2 genotype, showing that adolescents with the A2A2 genotype who perceived little support from their parents had the highest baseline levels of loneliness. Adolescents with an A1 allele were not susceptible to the rewarding effect of parental support.
Conclusions: The present study is the first to examine the role of the DRD2 genotype in loneliness. Our results contribute to a further understanding of the environmental and genetic basis of loneliness in adolescence.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02424.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=142 Unique effects of The transporters animated series and of parental support on emotion recognition skills of children with ASD: Results of a randomized controlled trial / Tali GEV in Autism Research, 10-5 (May 2017)
[article]
Titre : Unique effects of The transporters animated series and of parental support on emotion recognition skills of children with ASD: Results of a randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Tali GEV, Auteur ; Ruthie ROSENAN, Auteur ; Ofer GOLAN, Auteur Article en page(s) : p.993-1003 Langues : Anglais (eng) Mots-clés : autism spectrum disorder emotion recognition randomized controlled trial technological intervention parental support Index. décimale : PER Périodiques Résumé : Emotion recognition (ER) and understanding deficits are characteristic of autism spectrum disorder (ASD). The Transporters (TT) animated series has shown promising results in teaching children with ASD to recognize emotions, with mixed findings about generalization and maintenance of effects. This study aimed to evaluate the unique role of TT and of parental support in the acquisition, generalization, and maintenance of acquired ER skills in children with ASD. 77 Israeli children with high functioning ASD, aged 4–7 were randomly assigned into four groups according to a 2 × 2 design of the factors Series (TT, control series) and Parental Support (with/without). Thirty typically developing children, matched to the ASD groups on mental age, were tested with no intervention. Participants' ER (on three generalization levels) and emotional vocabulary (EV) were tested pre and post 8 weeks of intervention, and at 3 months' follow-up. Compared to the control series, watching TT significantly improved children's ER skills at all generalization levels, with good skill maintenance. All groups improved equally on EV. The amount of parental support given, in the groups that had received it, contributed to the generalization and maintenance of ER skills. Autism severity negatively correlated with ER improvement. The current study provides evidence to the unique role of TT in ER skill acquisition, generalization, and maintenance in children with high functioning ASD. In addition, this study provides evidence for a successful cultural adaptation of TT to a non-English speaking culture. En ligne : http://dx.doi.org/10.1002/aur.1717 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307
in Autism Research > 10-5 (May 2017) . - p.993-1003[article] Unique effects of The transporters animated series and of parental support on emotion recognition skills of children with ASD: Results of a randomized controlled trial [Texte imprimé et/ou numérique] / Tali GEV, Auteur ; Ruthie ROSENAN, Auteur ; Ofer GOLAN, Auteur . - p.993-1003.
Langues : Anglais (eng)
in Autism Research > 10-5 (May 2017) . - p.993-1003
Mots-clés : autism spectrum disorder emotion recognition randomized controlled trial technological intervention parental support Index. décimale : PER Périodiques Résumé : Emotion recognition (ER) and understanding deficits are characteristic of autism spectrum disorder (ASD). The Transporters (TT) animated series has shown promising results in teaching children with ASD to recognize emotions, with mixed findings about generalization and maintenance of effects. This study aimed to evaluate the unique role of TT and of parental support in the acquisition, generalization, and maintenance of acquired ER skills in children with ASD. 77 Israeli children with high functioning ASD, aged 4–7 were randomly assigned into four groups according to a 2 × 2 design of the factors Series (TT, control series) and Parental Support (with/without). Thirty typically developing children, matched to the ASD groups on mental age, were tested with no intervention. Participants' ER (on three generalization levels) and emotional vocabulary (EV) were tested pre and post 8 weeks of intervention, and at 3 months' follow-up. Compared to the control series, watching TT significantly improved children's ER skills at all generalization levels, with good skill maintenance. All groups improved equally on EV. The amount of parental support given, in the groups that had received it, contributed to the generalization and maintenance of ER skills. Autism severity negatively correlated with ER improvement. The current study provides evidence to the unique role of TT in ER skill acquisition, generalization, and maintenance in children with high functioning ASD. In addition, this study provides evidence for a successful cultural adaptation of TT to a non-English speaking culture. En ligne : http://dx.doi.org/10.1002/aur.1717 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307