[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 |
|