Anger/frustration, task persistence, and conduct problems in childhood: a behavioral genetic analysis / Kirby DEATER-DECKARD in Journal of Child Psychology and Psychiatry, 48-1 (January 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-1 (January 2007) . - p.80–87 Titre : Anger/frustration, task persistence, and conduct problems in childhood: a behavioral genetic analysis Type de document : Texte imprimé et/ou numérique Auteurs : Kirby DEATER-DECKARD, Auteur ; Stephen A. PETRILL, Auteur ; Lee A. THOMPSON, Auteur Année de publication : 2007 Article en page(s) : p.80–87 Langues : Anglais (eng) Mots-clés : Behavior-problems temperament genetics Index. décimale : PER Périodiques Résumé : Individual differences in conduct problems arise in part from proneness to anger/frustration and poor self-regulation of behavior. However, the genetic and environmental etiology of these connections is not known. Method: Using a twin design, we examined genetic and environmental covariation underlying the well-documented correlations between anger/frustration, poor attention regulation (i.e., task persistence), and conduct problems in childhood. Participants included 105 pairs of MZ twins and 154 pairs of same-sex DZ twins (4–8 year olds). Independent observers rated child persistence and affect based on behavior during a challenging in-home cognitive and literacy assessment. Teachers and parents provided reports of conduct problems. Results: Persistence, anger/frustration, and conduct problems included moderate heritable and nonshared environmental variance; conduct problems included moderate shared environmental variance as well. Persistence and anger/frustration had independent genetic covariance with conduct problems and nonshared environmental covariance with each other. Conclusions: The findings indicate genetically distinct though inter-related influences linking affective and self-regulatory aspects of temperament with behavior problems in childhood. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01653.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=932 [article] Anger/frustration, task persistence, and conduct problems in childhood: a behavioral genetic analysis [Texte imprimé et/ou numérique] / Kirby DEATER-DECKARD, Auteur ; Stephen A. PETRILL, Auteur ; Lee A. THOMPSON, Auteur . - 2007 . - p.80–87. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-1 (January 2007) . - p.80–87 Mots-clés : Behavior-problems temperament genetics Index. décimale : PER Périodiques Résumé : Individual differences in conduct problems arise in part from proneness to anger/frustration and poor self-regulation of behavior. However, the genetic and environmental etiology of these connections is not known. Method: Using a twin design, we examined genetic and environmental covariation underlying the well-documented correlations between anger/frustration, poor attention regulation (i.e., task persistence), and conduct problems in childhood. Participants included 105 pairs of MZ twins and 154 pairs of same-sex DZ twins (4–8 year olds). Independent observers rated child persistence and affect based on behavior during a challenging in-home cognitive and literacy assessment. Teachers and parents provided reports of conduct problems. Results: Persistence, anger/frustration, and conduct problems included moderate heritable and nonshared environmental variance; conduct problems included moderate shared environmental variance as well. Persistence and anger/frustration had independent genetic covariance with conduct problems and nonshared environmental covariance with each other. Conclusions: The findings indicate genetically distinct though inter-related influences linking affective and self-regulatory aspects of temperament with behavior problems in childhood. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01653.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=932

Conduct problems, IQ, and household chaos: a longitudinal multi-informant study / Kirby DEATER-DECKARD in Journal of Child Psychology and Psychiatry, 50-10 (October 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-10 (October 2009) . - p.1301-1308 Titre : Conduct problems, IQ, and household chaos: a longitudinal multi-informant study Type de document : Texte imprimé et/ou numérique Auteurs : Kirby DEATER-DECKARD, Auteur ; Stephen A. PETRILL, Auteur ; Lee A. THOMPSON, Auteur ; Paula Y. MULLINEAUX, Auteur ; Christopher SCHATSCHNEIDER, Auteur ; Charles R. BEEKMAN, Auteur Année de publication : 2009 Article en page(s) : p.1301-1308 Langues : Anglais (eng) Mots-clés : IQ behavior-problems environment parenting Index. décimale : PER Périodiques Résumé : Background: We tested the hypothesis that household chaos would be associated with lower child IQ and more child conduct problems concurrently and longitudinally over two years while controlling for housing conditions, parent education/IQ, literacy environment, parental warmth/negativity, and stressful events. Methods: The sample included 302 families with same-sex twins (58% female) in Kindergarten/1st grade at the first assessment. Parents' and observers' ratings were gathered, with some collected over a two-year period. Results: Chaos varied widely. There was substantial mother–father agreement and longitudinal stability. Chaos covaried with poorer housing conditions, lower parental education/IQ, poorer home literacy environment, higher stress, higher negativity and lower warmth. Chaos statistically predicted lower IQ and more conduct problems, beyond the effects of other home environment factors. Conclusions: Even with other home environment factors controlled, higher levels of chaos were linked concurrently with lower child IQ, and concurrently and longitudinally with more child conduct problems. Parent self-reported chaos represents an important aspect of housing and family functioning, with respect to children's cognitive and behavioral functioning. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02108.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=838 [article] Conduct problems, IQ, and household chaos: a longitudinal multi-informant study [Texte imprimé et/ou numérique] / Kirby DEATER-DECKARD, Auteur ; Stephen A. PETRILL, Auteur ; Lee A. THOMPSON, Auteur ; Paula Y. MULLINEAUX, Auteur ; Christopher SCHATSCHNEIDER, Auteur ; Charles R. BEEKMAN, Auteur . - 2009 . - p.1301-1308. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-10 (October 2009) . - p.1301-1308 Mots-clés : IQ behavior-problems environment parenting Index. décimale : PER Périodiques Résumé : Background: We tested the hypothesis that household chaos would be associated with lower child IQ and more child conduct problems concurrently and longitudinally over two years while controlling for housing conditions, parent education/IQ, literacy environment, parental warmth/negativity, and stressful events. Methods: The sample included 302 families with same-sex twins (58% female) in Kindergarten/1st grade at the first assessment. Parents' and observers' ratings were gathered, with some collected over a two-year period. Results: Chaos varied widely. There was substantial mother–father agreement and longitudinal stability. Chaos covaried with poorer housing conditions, lower parental education/IQ, poorer home literacy environment, higher stress, higher negativity and lower warmth. Chaos statistically predicted lower IQ and more conduct problems, beyond the effects of other home environment factors. Conclusions: Even with other home environment factors controlled, higher levels of chaos were linked concurrently with lower child IQ, and concurrently and longitudinally with more child conduct problems. Parent self-reported chaos represents an important aspect of housing and family functioning, with respect to children's cognitive and behavioral functioning. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02108.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=838

Environmental influences on the longitudinal covariance of expressive vocabulary: measuring the home literacy environment in a genetically sensitive design / Sara A. HART in Journal of Child Psychology and Psychiatry, 50-8 (August 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-8 (August 2009) . - p.911-919 Titre : Environmental influences on the longitudinal covariance of expressive vocabulary: measuring the home literacy environment in a genetically sensitive design Type de document : Texte imprimé et/ou numérique Auteurs : Sara A. HART, Auteur ; Kirby DEATER-DECKARD, Auteur ; Stephen A. PETRILL, Auteur ; Lee A. THOMPSON, Auteur ; Laura S. DE THORNE, Auteur ; Laurie E. CUTTING, Auteur ; Christopher SCHATSCHNEIDER, Auteur Année de publication : 2009 Article en page(s) : p.911-919 Langues : Anglais (eng) Mots-clés : Expressive-vocabulary home-literacy-environment twins genetics environments Index. décimale : PER Périodiques Résumé : Background: Despite the well-replicated relationship between the home literacy environment and expressive vocabulary, few studies have examined the extent to which the home literacy environment is associated with the development of early vocabulary ability in the context of genetic influences. This study examined the influence of the home literacy environment on the longitudinal covariance of expressive vocabulary within a genetically sensitive design. Methods: Participants were drawn from the Western Reserve Reading Project, a longitudinal twin project of 314 twin pairs based in Ohio. Twins were assessed via three annual home visits during early elementary school; expressive vocabulary was measured via the Boston Naming Test (BNT), and the Home Literacy Environment (HLE) was assessed using mothers' report. Results: The heritability of the BNT was moderate and significant at each measurement occasion, h2 = .29–.49, as were the estimates of the shared environment, c2 = .27–.39. HLE accounted for between 6–10% of the total variance in each year of vocabulary assessment. Furthermore, 7–9% of the total variance of the stability over time in BNT was accounted for by covariance in the home literacy environment. Conclusions: These results indicate that aspects of the home literacy environment, as reported by mothers, account for some of the shared environmental variance associated with expressive vocabulary in school aged children. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02074.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=787 [article] Environmental influences on the longitudinal covariance of expressive vocabulary: measuring the home literacy environment in a genetically sensitive design [Texte imprimé et/ou numérique] / Sara A. HART, Auteur ; Kirby DEATER-DECKARD, Auteur ; Stephen A. PETRILL, Auteur ; Lee A. THOMPSON, Auteur ; Laura S. DE THORNE, Auteur ; Laurie E. CUTTING, Auteur ; Christopher SCHATSCHNEIDER, Auteur . - 2009 . - p.911-919. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-8 (August 2009) . - p.911-919 Mots-clés : Expressive-vocabulary home-literacy-environment twins genetics environments Index. décimale : PER Périodiques Résumé : Background: Despite the well-replicated relationship between the home literacy environment and expressive vocabulary, few studies have examined the extent to which the home literacy environment is associated with the development of early vocabulary ability in the context of genetic influences. This study examined the influence of the home literacy environment on the longitudinal covariance of expressive vocabulary within a genetically sensitive design. Methods: Participants were drawn from the Western Reserve Reading Project, a longitudinal twin project of 314 twin pairs based in Ohio. Twins were assessed via three annual home visits during early elementary school; expressive vocabulary was measured via the Boston Naming Test (BNT), and the Home Literacy Environment (HLE) was assessed using mothers' report. Results: The heritability of the BNT was moderate and significant at each measurement occasion, h2 = .29–.49, as were the estimates of the shared environment, c2 = .27–.39. HLE accounted for between 6–10% of the total variance in each year of vocabulary assessment. Furthermore, 7–9% of the total variance of the stability over time in BNT was accounted for by covariance in the home literacy environment. Conclusions: These results indicate that aspects of the home literacy environment, as reported by mothers, account for some of the shared environmental variance associated with expressive vocabulary in school aged children. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02074.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=787

Genetic and environmental influences on the growth of early reading skills / Stephen A. PETRILL in Journal of Child Psychology and Psychiatry, 51-6 (June 2010)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 51-6 (June 2010) . - p.660-667 Titre : Genetic and environmental influences on the growth of early reading skills Type de document : Texte imprimé et/ou numérique Auteurs : Stephen A. PETRILL, Auteur ; Kirby DEATER-DECKARD, Auteur ; Laura M. JUSTICE, Auteur ; Jessica LOGAN, Auteur ; Laurie E. CUTTING, Auteur ; Laura S. DE THORNE, Auteur ; Sara A. HART, Auteur ; Nicole HARLAAR, Auteur ; Lee A. THOMPSON, Auteur ; Christopher SCHATSCHNEIDER, Auteur Année de publication : 2010 Article en page(s) : p.660-667 Langues : Anglais (eng) Mots-clés : Growth reading twin genetics environment Index. décimale : PER Périodiques Résumé : Background: Studies have suggested genetic and environmental influences on overall level of early reading whereas the larger reading literature has shown environmental influences on the rate of growth of early reading skills. This study is the first to examine the genetic and environmental influences on both initial level of performance and rate of subsequent growth in early reading. Methods: Participants were drawn from the Western Reserve Reading Project, a study of 314 twin pairs based in Ohio. Twins were assessed via three annual home visits during early elementary school. Assessments included word identification, letter identification, pseudoword decoding, expressive vocabulary, phoneme awareness, and rapid naming. Measures were analyzed using latent growth curve modeling. Results: The heritability of initial performance (latent intercept) ranged from h2 = .38 for word identification to h2 = .72 for rapid naming. Shared environment ranged from c2 = .11 for rapid naming to c2 = .62 for word identification. The heritability of the rate of subsequent growth (latent slope) was statistically significant for rapid naming h2 = .58 and phoneme awareness h2 = .20. Shared environment accounted for nearly 100% of variance in rate of growth for word identification, letter identification and pseudoword decoding, and was statistically significant and large for phoneme awareness (c2 = .80). Genetic variance for rapid naming and phoneme awareness latent slopes overlapped entirely with genetic variance on the intercepts. In contrast, one-third to two-thirds of the shared environmental variance on the slope was independent from the shared environmental variance on the intercept. Conclusions: Genetic influences were related primarily to those already present at the initial level of performance. In contrast, shared environmental influences affecting rate of growth were both predicted by and independent from initial levels of performance. Results suggested that growth in early reading skills is amenable to family, school, or other environmental influences as reading skills develop. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02204.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=101 [article] Genetic and environmental influences on the growth of early reading skills [Texte imprimé et/ou numérique] / Stephen A. PETRILL, Auteur ; Kirby DEATER-DECKARD, Auteur ; Laura M. JUSTICE, Auteur ; Jessica LOGAN, Auteur ; Laurie E. CUTTING, Auteur ; Laura S. DE THORNE, Auteur ; Sara A. HART, Auteur ; Nicole HARLAAR, Auteur ; Lee A. THOMPSON, Auteur ; Christopher SCHATSCHNEIDER, Auteur . - 2010 . - p.660-667. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 51-6 (June 2010) . - p.660-667 Mots-clés : Growth reading twin genetics environment Index. décimale : PER Périodiques Résumé : Background: Studies have suggested genetic and environmental influences on overall level of early reading whereas the larger reading literature has shown environmental influences on the rate of growth of early reading skills. This study is the first to examine the genetic and environmental influences on both initial level of performance and rate of subsequent growth in early reading. Methods: Participants were drawn from the Western Reserve Reading Project, a study of 314 twin pairs based in Ohio. Twins were assessed via three annual home visits during early elementary school. Assessments included word identification, letter identification, pseudoword decoding, expressive vocabulary, phoneme awareness, and rapid naming. Measures were analyzed using latent growth curve modeling. Results: The heritability of initial performance (latent intercept) ranged from h2 = .38 for word identification to h2 = .72 for rapid naming. Shared environment ranged from c2 = .11 for rapid naming to c2 = .62 for word identification. The heritability of the rate of subsequent growth (latent slope) was statistically significant for rapid naming h2 = .58 and phoneme awareness h2 = .20. Shared environment accounted for nearly 100% of variance in rate of growth for word identification, letter identification and pseudoword decoding, and was statistically significant and large for phoneme awareness (c2 = .80). Genetic variance for rapid naming and phoneme awareness latent slopes overlapped entirely with genetic variance on the intercepts. In contrast, one-third to two-thirds of the shared environmental variance on the slope was independent from the shared environmental variance on the intercept. Conclusions: Genetic influences were related primarily to those already present at the initial level of performance. In contrast, shared environmental influences affecting rate of growth were both predicted by and independent from initial levels of performance. Results suggested that growth in early reading skills is amenable to family, school, or other environmental influences as reading skills develop. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02204.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=101

Who is afraid of math? Two sources of genetic variance for mathematical anxiety / Zhe WANG in Journal of Child Psychology and Psychiatry, 55-9 (September 2014)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 55-9 (September 2014) . - p.1056-1064 Titre : Who is afraid of math? Two sources of genetic variance for mathematical anxiety Type de document : Texte imprimé et/ou numérique Auteurs : Zhe WANG, Auteur ; Sara Ann HART, Auteur ; Yulia KOVAS, Auteur ; Sarah LUKOWSKI, Auteur ; Brooke SODEN, Auteur ; Lee A. THOMPSON, Auteur ; Robert PLOMIN, Auteur ; Gráinne MCLOUGHLIN, Auteur ; Christopher W. BARTLETT, Auteur ; Ian M. LYONS, Auteur ; Stephen A. PETRILL, Auteur Article en page(s) : p.1056-1064 Langues : Anglais (eng) Mots-clés : Mathematical anxiety  general anxiety  math cognition  quantitative genetics Index. décimale : PER Périodiques Résumé : Background Emerging work suggests that academic achievement may be influenced by the management of affect as well as through efficient information processing of task demands. In particular, mathematical anxiety has attracted recent attention because of its damaging psychological effects and potential associations with mathematical problem solving and achievement. This study investigated the genetic and environmental factors contributing to the observed differences in the anxiety people feel when confronted with mathematical tasks. In addition, the genetic and environmental mechanisms that link mathematical anxiety with math cognition and general anxiety were also explored. Methods Univariate and multivariate quantitative genetic models were conducted in a sample of 514 12-year-old twin siblings. Results Genetic factors accounted for roughly 40% of the variation in mathematical anxiety, with the remaining being accounted for by child-specific environmental factors. Multivariate genetic analyses suggested that mathematical anxiety was influenced by the genetic and nonfamilial environmental risk factors associated with general anxiety and additional independent genetic influences associated with math-based problem solving. Conclusions The development of mathematical anxiety may involve not only exposure to negative experiences with mathematics, but also likely involves genetic risks related to both anxiety and math cognition. These results suggest that integrating cognitive and affective domains may be particularly important for mathematics and may extend to other areas of academic achievement. En ligne : http://dx.doi.org/10.1111/jcpp.12224 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Who is afraid of math? Two sources of genetic variance for mathematical anxiety [Texte imprimé et/ou numérique] / Zhe WANG, Auteur ; Sara Ann HART, Auteur ; Yulia KOVAS, Auteur ; Sarah LUKOWSKI, Auteur ; Brooke SODEN, Auteur ; Lee A. THOMPSON, Auteur ; Robert PLOMIN, Auteur ; Gráinne MCLOUGHLIN, Auteur ; Christopher W. BARTLETT, Auteur ; Ian M. LYONS, Auteur ; Stephen A. PETRILL, Auteur . - p.1056-1064. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 55-9 (September 2014) . - p.1056-1064 Mots-clés : Mathematical anxiety  general anxiety  math cognition  quantitative genetics Index. décimale : PER Périodiques Résumé : Background Emerging work suggests that academic achievement may be influenced by the management of affect as well as through efficient information processing of task demands. In particular, mathematical anxiety has attracted recent attention because of its damaging psychological effects and potential associations with mathematical problem solving and achievement. This study investigated the genetic and environmental factors contributing to the observed differences in the anxiety people feel when confronted with mathematical tasks. In addition, the genetic and environmental mechanisms that link mathematical anxiety with math cognition and general anxiety were also explored. Methods Univariate and multivariate quantitative genetic models were conducted in a sample of 514 12-year-old twin siblings. Results Genetic factors accounted for roughly 40% of the variation in mathematical anxiety, with the remaining being accounted for by child-specific environmental factors. Multivariate genetic analyses suggested that mathematical anxiety was influenced by the genetic and nonfamilial environmental risk factors associated with general anxiety and additional independent genetic influences associated with math-based problem solving. Conclusions The development of mathematical anxiety may involve not only exposure to negative experiences with mathematics, but also likely involves genetic risks related to both anxiety and math cognition. These results suggest that integrating cognitive and affective domains may be particularly important for mathematics and may extend to other areas of academic achievement. En ligne : http://dx.doi.org/10.1111/jcpp.12224 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

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