Externalizing problems, attention regulation, and household chaos: A longitudinal behavioral genetic study / Zhe WANG in Development and Psychopathology, 24-3 (August 2012)  

Public ISBD [article]  inDevelopment and Psychopathology > 24-3 (August 2012) . - p.755-69 Titre : Externalizing problems, attention regulation, and household chaos: A longitudinal behavioral genetic study Type de document : Texte imprimé et/ou numérique Auteurs : Zhe WANG, Auteur ; Kirby DEATER-DECKARD, Auteur ; Stephen A. PETRILL, Auteur Année de publication : 2012 Article en page(s) : p.755-69 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Previous research documented a robust link between difficulties in self-regulation and development of externalizing problems (i.e., aggression and delinquency). In this study, we examined the longitudinal additive and interactive genetic and environmental covariation underlying this well-established link using a twin design. The sample included 131 pairs of monozygotic twins and 173 pairs of same-sex dizygotic twins who participated in three waves of annual assessment. Mothers and fathers provided reports of externalizing problems. Teacher report and observer rating were used to assess twin's attention regulation. The etiology underlying the link between externalizing problems and attention regulation shifted from a common genetic mechanism to a common environmental mechanism in the transition across middle childhood. Household chaos moderated the genetic variance of and covariance between externalizing problems and attention regulation. The genetic influence on individual differences in both externalizing problems and attention regulation was stronger in more chaotic households. However, higher levels of household chaos attenuated the genetic link between externalizing problems and attention regulation. En ligne : http://dx.doi.org/10.1017/S0954579412000351 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177 [article] Externalizing problems, attention regulation, and household chaos: A longitudinal behavioral genetic study [Texte imprimé et/ou numérique] / Zhe WANG, Auteur ; Kirby DEATER-DECKARD, Auteur ; Stephen A. PETRILL, Auteur . - 2012 . - p.755-69. Langues : Anglais (eng) in Development and Psychopathology > 24-3 (August 2012) . - p.755-69 Index. décimale : PER Périodiques Résumé : Previous research documented a robust link between difficulties in self-regulation and development of externalizing problems (i.e., aggression and delinquency). In this study, we examined the longitudinal additive and interactive genetic and environmental covariation underlying this well-established link using a twin design. The sample included 131 pairs of monozygotic twins and 173 pairs of same-sex dizygotic twins who participated in three waves of annual assessment. Mothers and fathers provided reports of externalizing problems. Teacher report and observer rating were used to assess twin's attention regulation. The etiology underlying the link between externalizing problems and attention regulation shifted from a common genetic mechanism to a common environmental mechanism in the transition across middle childhood. Household chaos moderated the genetic variance of and covariance between externalizing problems and attention regulation. The genetic influence on individual differences in both externalizing problems and attention regulation was stronger in more chaotic households. However, higher levels of household chaos attenuated the genetic link between externalizing problems and attention regulation. En ligne : http://dx.doi.org/10.1017/S0954579412000351 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177

Gene–environment interaction between dopamine receptor D4 7-repeat polymorphism and early maternal sensitivity predicts inattention trajectories across middle childhood / Daniel BERRY in Development and Psychopathology, 25-2 (May 2013)  

Public ISBD [article]  inDevelopment and Psychopathology > 25-2 (May 2013) . - p.291-306 Titre : Gene–environment interaction between dopamine receptor D4 7-repeat polymorphism and early maternal sensitivity predicts inattention trajectories across middle childhood Type de document : Texte imprimé et/ou numérique Auteurs : Daniel BERRY, Auteur ; Kirby DEATER-DECKARD, Auteur ; Kathleen MCCARTNEY, Auteur ; Zhe WANG, Auteur ; Stephen A. PETRILL, Auteur Article en page(s) : p.291-306 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Evidence suggests that the 7-repeat variant of a 48 base pair variable number tandem repeat polymorphism in the dopamine receptor D4 (DRD4) gene may be associated with the development of attention problems. A parallel literature suggests that genes linked to dopaminergic functioning may be associated with differential sensitivity to context, such that the direction of the genetic effect is hypothesized to vary across environmental experience. Guided by these literatures, we used data from the NICHD Study of Early Child Care and Youth Development to consider (a) whether individual differences in children's inattention problems across middle childhood are predicted by gene–environment interactions between the DRD4 gene 7-repeat polymorphism and children's experiences of maternal sensitivity across infancy and early childhood and (b) the degree to which such interactions are consistent with the differential-sensitivity model. Largely consistent with the hypothesized model, gene–environment interactions indicated that, in the context of insensitive early maternal care, the DRD4 7-repeat polymorphism was associated with higher levels of inattention. Although somewhat less consistently, there was also evidence that, in the context of highly sensitive care, the 7-repeat polymorphism was associated with lower levels of inattention. Overall, the magnitude of the absolute genetic effect increased over time, as children's inattention trajectories diverged. En ligne : http://dx.doi.org/10.1017/S095457941200106X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] Gene–environment interaction between dopamine receptor D4 7-repeat polymorphism and early maternal sensitivity predicts inattention trajectories across middle childhood [Texte imprimé et/ou numérique] / Daniel BERRY, Auteur ; Kirby DEATER-DECKARD, Auteur ; Kathleen MCCARTNEY, Auteur ; Zhe WANG, Auteur ; Stephen A. PETRILL, Auteur . - p.291-306. Langues : Anglais (eng) in Development and Psychopathology > 25-2 (May 2013) . - p.291-306 Index. décimale : PER Périodiques Résumé : Evidence suggests that the 7-repeat variant of a 48 base pair variable number tandem repeat polymorphism in the dopamine receptor D4 (DRD4) gene may be associated with the development of attention problems. A parallel literature suggests that genes linked to dopaminergic functioning may be associated with differential sensitivity to context, such that the direction of the genetic effect is hypothesized to vary across environmental experience. Guided by these literatures, we used data from the NICHD Study of Early Child Care and Youth Development to consider (a) whether individual differences in children's inattention problems across middle childhood are predicted by gene–environment interactions between the DRD4 gene 7-repeat polymorphism and children's experiences of maternal sensitivity across infancy and early childhood and (b) the degree to which such interactions are consistent with the differential-sensitivity model. Largely consistent with the hypothesized model, gene–environment interactions indicated that, in the context of insensitive early maternal care, the DRD4 7-repeat polymorphism was associated with higher levels of inattention. Although somewhat less consistently, there was also evidence that, in the context of highly sensitive care, the 7-repeat polymorphism was associated with lower levels of inattention. Overall, the magnitude of the absolute genetic effect increased over time, as children's inattention trajectories diverged. En ligne : http://dx.doi.org/10.1017/S095457941200106X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199

Maternal executive function, harsh parenting, and child conduct problems / Kirby DEATER-DECKARD in Journal of Child Psychology and Psychiatry, 53-10 (October 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-10 (October 2012) . - p.1084-91 Titre : Maternal executive function, harsh parenting, and child conduct problems Type de document : Texte imprimé et/ou numérique Auteurs : Kirby DEATER-DECKARD, Auteur ; Zhe WANG, Auteur ; Chen NAN, Auteur ; Martha Ann BELL, Auteur Année de publication : 2012 Article en page(s) : p.1084-91 Langues : Anglais (eng) Mots-clés : Parenting  executive function  emotion regulation  conduct problems Index. décimale : PER Périodiques Résumé : Background:  Maternal executive function and household regulation both are critical aspects of optimal childrearing, but their interplay is not understood. We tested the hypotheses that (a) the link between challenging child conduct problems and harsh parenting would be strongest for mothers with poorer executive function and weakest among those with better executive function, and (b) this mechanism would be further moderated by the degree of household chaos. Methods:  The socioeconomically diverse sample included 147 mothers of 3-to-7 year old children. Mothers completed questionnaires and a laboratory assessment of executive function. Results:  Consistent with hypotheses, harsh parenting was linked with child conduct problems only among mothers with poorer executive function. This effect was particularly strong in calm, predictable environments, but was not evident in chaotic environments. Conclusion:  Maternal executive function is critical to minimizing harsh parenting in the context of challenging child behavior, but this self-regulation process may not operate well in chaotic environments. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02582.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=181 [article] Maternal executive function, harsh parenting, and child conduct problems [Texte imprimé et/ou numérique] / Kirby DEATER-DECKARD, Auteur ; Zhe WANG, Auteur ; Chen NAN, Auteur ; Martha Ann BELL, Auteur . - 2012 . - p.1084-91. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-10 (October 2012) . - p.1084-91 Mots-clés : Parenting  executive function  emotion regulation  conduct problems Index. décimale : PER Périodiques Résumé : Background:  Maternal executive function and household regulation both are critical aspects of optimal childrearing, but their interplay is not understood. We tested the hypotheses that (a) the link between challenging child conduct problems and harsh parenting would be strongest for mothers with poorer executive function and weakest among those with better executive function, and (b) this mechanism would be further moderated by the degree of household chaos. Methods:  The socioeconomically diverse sample included 147 mothers of 3-to-7 year old children. Mothers completed questionnaires and a laboratory assessment of executive function. Results:  Consistent with hypotheses, harsh parenting was linked with child conduct problems only among mothers with poorer executive function. This effect was particularly strong in calm, predictable environments, but was not evident in chaotic environments. Conclusion:  Maternal executive function is critical to minimizing harsh parenting in the context of challenging child behavior, but this self-regulation process may not operate well in chaotic environments. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02582.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=181

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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