Developmental genetics and psychopathology: Some new feathers for a fine old hat / Wendy JOHNSON in Development and Psychopathology, 24-4 (November 2012)  

Public ISBD [article]  inDevelopment and Psychopathology > 24-4 (November 2012) . - p.1165-1177 Titre : Developmental genetics and psychopathology: Some new feathers for a fine old hat Type de document : Texte imprimé et/ou numérique Auteurs : Wendy JOHNSON, Auteur Année de publication : 2012 Article en page(s) : p.1165-1177 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Without even knowing of their existence, Mendel discovered how genes operate when they are completely penetrant, although they rarely are, at least with respect to human personality and psychopathology; yet quantitative genetics results have conclusively demonstrated their substantial macrolevel influence. Now we need to understand just how incompletely penetrant genes make their contributions to psychopathology. Exciting new developments in molecular genetics and epigenetics provide new insight into gene action in principle but have been of limited value so far in understanding the emergence of psychopathology. Some of the most helpful postulates might come from evolutionary and developmental biology and agricultural breeding experiments. I describe the all but forgotten evolutionary mechanisms articulated by Schmalhausen, a Russian evolutionary biologist whose work was suppressed by Stalin in the 1940s. I focus on Schmalhausen's law, the observation that organisms living in conditions at the boundary of their tolerance in any one aspect of existence will be vulnerable to expression of genetic liabilities related to all other aspects of existence. I show how Schmalhausen's ideas are relevant to the results of a century-long corn-breeding experiment and the current concepts of facilitated variation and cryptic genetic variation. I then discuss the relevance of all of these to understanding genetic influences on personality and psychopathology. En ligne : http://dx.doi.org/10.1017/S0954579412000624 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=182 [article] Developmental genetics and psychopathology: Some new feathers for a fine old hat [Texte imprimé et/ou numérique] / Wendy JOHNSON, Auteur . - 2012 . - p.1165-1177. Langues : Anglais (eng) in Development and Psychopathology > 24-4 (November 2012) . - p.1165-1177 Index. décimale : PER Périodiques Résumé : Without even knowing of their existence, Mendel discovered how genes operate when they are completely penetrant, although they rarely are, at least with respect to human personality and psychopathology; yet quantitative genetics results have conclusively demonstrated their substantial macrolevel influence. Now we need to understand just how incompletely penetrant genes make their contributions to psychopathology. Exciting new developments in molecular genetics and epigenetics provide new insight into gene action in principle but have been of limited value so far in understanding the emergence of psychopathology. Some of the most helpful postulates might come from evolutionary and developmental biology and agricultural breeding experiments. I describe the all but forgotten evolutionary mechanisms articulated by Schmalhausen, a Russian evolutionary biologist whose work was suppressed by Stalin in the 1940s. I focus on Schmalhausen's law, the observation that organisms living in conditions at the boundary of their tolerance in any one aspect of existence will be vulnerable to expression of genetic liabilities related to all other aspects of existence. I show how Schmalhausen's ideas are relevant to the results of a century-long corn-breeding experiment and the current concepts of facilitated variation and cryptic genetic variation. I then discuss the relevance of all of these to understanding genetic influences on personality and psychopathology. En ligne : http://dx.doi.org/10.1017/S0954579412000624 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=182

Early classroom reading gains moderate shared environmental influences on reading comprehension in adolescence / Jeanette TAYLOR in Journal of Child Psychology and Psychiatry, 61-6 (June 2020)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 61-6 (June 2020) . - p.689-698 Titre : Early classroom reading gains moderate shared environmental influences on reading comprehension in adolescence Type de document : Texte imprimé et/ou numérique Auteurs : Jeanette TAYLOR, Auteur ; Florina ERBELI, Auteur ; Sara A. HART, Auteur ; Wendy JOHNSON, Auteur Article en page(s) : p.689-698 Langues : Anglais (eng) Mots-clés : Reading comprehension  environmental moderation  genetic influence Index. décimale : PER Périodiques Résumé : BACKGROUND: Reading is important for children's success in school and beyond, yet many adolescents fail to reach expected levels of proficiency. This highlights the need to better understand the factors that influence reading effectiveness over time, including genes and environment. Greater expression of genetic influence on first- and second-grade reading fluency has been observed in higher quality classroom reading environments. To what degree this early environment continues to influence genetic and other environmental influences on later reading is unknown and was tested in this study. METHODS: The quality of the early classroom reading environment was approximated by gains in oral reading fluency (ORF) across the school year among first- or second-grade classmates of 546 MZ and 1,016 DZ twin children (mean age = 7.13 years; SD = 0.45) who had reading comprehension scores from a state-wide mandatory test in school year 2013-2014 when most twin pairs were in seventh to tenth grade (mean age = 14.41; SD = 1.13) in a variable called Class ORF Gain. Biometrical models were fit to the data to assess whether Class ORF Gain moderated the genetic, shared environmental and/or nonshared environmental variance associated with adolescent reading comprehension. RESULTS: Class ORF Gain moderated shared environmental influences on reading comprehension 6-9 years later. When early classroom reading gains were poor, variability in reading comprehension in adolescence was high and was associated largely with shared environmental influences. When early classroom reading gains were good, overall and shared environmentally influenced variability in adolescent reading comprehension was lower so that genetic influences were most relevant in explaining that variability. CONCLUSIONS: Our findings suggested that classroom reading environment experienced when children were learning to read had a lasting influence on the factors underlying variability in later reading effectiveness. En ligne : http://dx.doi.org/10.1111/jcpp.13134 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 [article] Early classroom reading gains moderate shared environmental influences on reading comprehension in adolescence [Texte imprimé et/ou numérique] / Jeanette TAYLOR, Auteur ; Florina ERBELI, Auteur ; Sara A. HART, Auteur ; Wendy JOHNSON, Auteur . - p.689-698. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 61-6 (June 2020) . - p.689-698 Mots-clés : Reading comprehension  environmental moderation  genetic influence Index. décimale : PER Périodiques Résumé : BACKGROUND: Reading is important for children's success in school and beyond, yet many adolescents fail to reach expected levels of proficiency. This highlights the need to better understand the factors that influence reading effectiveness over time, including genes and environment. Greater expression of genetic influence on first- and second-grade reading fluency has been observed in higher quality classroom reading environments. To what degree this early environment continues to influence genetic and other environmental influences on later reading is unknown and was tested in this study. METHODS: The quality of the early classroom reading environment was approximated by gains in oral reading fluency (ORF) across the school year among first- or second-grade classmates of 546 MZ and 1,016 DZ twin children (mean age = 7.13 years; SD = 0.45) who had reading comprehension scores from a state-wide mandatory test in school year 2013-2014 when most twin pairs were in seventh to tenth grade (mean age = 14.41; SD = 1.13) in a variable called Class ORF Gain. Biometrical models were fit to the data to assess whether Class ORF Gain moderated the genetic, shared environmental and/or nonshared environmental variance associated with adolescent reading comprehension. RESULTS: Class ORF Gain moderated shared environmental influences on reading comprehension 6-9 years later. When early classroom reading gains were poor, variability in reading comprehension in adolescence was high and was associated largely with shared environmental influences. When early classroom reading gains were good, overall and shared environmentally influenced variability in adolescent reading comprehension was lower so that genetic influences were most relevant in explaining that variability. CONCLUSIONS: Our findings suggested that classroom reading environment experienced when children were learning to read had a lasting influence on the factors underlying variability in later reading effectiveness. En ligne : http://dx.doi.org/10.1111/jcpp.13134 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426

Expanding the environment: gene × school-level SES interaction on reading comprehension / Sara A. HART in Journal of Child Psychology and Psychiatry, 54-10 (October 2013)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 54-10 (October 2013) . - p.1047-1055 Titre : Expanding the environment: gene × school-level SES interaction on reading comprehension Type de document : Texte imprimé et/ou numérique Auteurs : Sara A. HART, Auteur ; Brooke SODEN, Auteur ; Wendy JOHNSON, Auteur ; Christopher SCHATSCHNEIDER, Auteur ; Jeanette TAYLOR, Auteur Article en page(s) : p.1047-1055 Langues : Anglais (eng) Mots-clés : Reading comprehension  G × E interaction  school-level SES  bioecological model Index. décimale : PER Périodiques Résumé : Background Influential work has explored the role of family socioeconomic status (SES) as an environmental moderator of genetic and environmental influences on cognitive outcomes. This work has provided evidence that socioeconomic circumstances differentially impact the heritability of cognitive abilities, generally supporting the bioecological model in that genetic influences are greater at higher levels of family SES. The present work expanded consideration of the environment, using school-level SES as a moderator of reading comprehension. Methods The sample included 577 pairs of twins from the Florida Twin Project on Reading, Behavior and Environment. Reading comprehension was measured by the Florida Comprehensive Achievement Test (FCAT) Reading in third or fourth grade. School-level SES was measured by the mean Free and Reduced Lunch Status (FRLS) of the schoolmates of the twins. Results The best-fitting univariate G × E moderation model indicated greater genetic influences on reading comprehension when fewer schoolmates qualified for FRLS (i.e., ‘higher’ school-level SES). There was also an indication of moderation of the shared environment; there were greater shared environmental influences on reading comprehension at higher school-level SES. Conclusions The results supported the bioecological model; greater genetic variance was found in school environments in which student populations experienced less poverty. In general, ‘higher’ school-level SES allowed genetic and probably shared environmental variance to contribute as sources of individual differences in reading comprehension outcomes. Poverty suppresses these influences. En ligne : http://dx.doi.org/10.1111/jcpp.12083 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212 [article] Expanding the environment: gene × school-level SES interaction on reading comprehension [Texte imprimé et/ou numérique] / Sara A. HART, Auteur ; Brooke SODEN, Auteur ; Wendy JOHNSON, Auteur ; Christopher SCHATSCHNEIDER, Auteur ; Jeanette TAYLOR, Auteur . - p.1047-1055. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 54-10 (October 2013) . - p.1047-1055 Mots-clés : Reading comprehension  G × E interaction  school-level SES  bioecological model Index. décimale : PER Périodiques Résumé : Background Influential work has explored the role of family socioeconomic status (SES) as an environmental moderator of genetic and environmental influences on cognitive outcomes. This work has provided evidence that socioeconomic circumstances differentially impact the heritability of cognitive abilities, generally supporting the bioecological model in that genetic influences are greater at higher levels of family SES. The present work expanded consideration of the environment, using school-level SES as a moderator of reading comprehension. Methods The sample included 577 pairs of twins from the Florida Twin Project on Reading, Behavior and Environment. Reading comprehension was measured by the Florida Comprehensive Achievement Test (FCAT) Reading in third or fourth grade. School-level SES was measured by the mean Free and Reduced Lunch Status (FRLS) of the schoolmates of the twins. Results The best-fitting univariate G × E moderation model indicated greater genetic influences on reading comprehension when fewer schoolmates qualified for FRLS (i.e., ‘higher’ school-level SES). There was also an indication of moderation of the shared environment; there were greater shared environmental influences on reading comprehension at higher school-level SES. Conclusions The results supported the bioecological model; greater genetic variance was found in school environments in which student populations experienced less poverty. In general, ‘higher’ school-level SES allowed genetic and probably shared environmental variance to contribute as sources of individual differences in reading comprehension outcomes. Poverty suppresses these influences. En ligne : http://dx.doi.org/10.1111/jcpp.12083 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212

Gene–environment correlation in the development of adolescent substance abuse: Selection effects of child personality and mediation via contextual risk factors / Brian M. HICKS in Development and Psychopathology, 25-1 (February 2013)  

Public ISBD [article]  inDevelopment and Psychopathology > 25-1 (February 2013) . - p.119-132 Titre : Gene–environment correlation in the development of adolescent substance abuse: Selection effects of child personality and mediation via contextual risk factors Type de document : Texte imprimé et/ou numérique Auteurs : Brian M. HICKS, Auteur ; Wendy JOHNSON, Auteur ; C. Emily DURBIN, Auteur ; Daniel M. BLONIGEN, Auteur ; William G. IACONO, Auteur ; Matt MCGUE, Auteur Article en page(s) : p.119-132 Index. décimale : PER Périodiques Résumé : We used a longitudinal twin design to examine selection effects of personality traits at age 11 on high-risk environmental contexts at age 14 and the extent to which these contexts mediated risk for substance abuse at age 17. Socialization at age 11 (willingness to follow rules and endorse conventional values) predicted exposure to contextual risk at age 14. Contextual risk partially mediated the effect of socialization on substance abuse, though socialization also had a direct effect. In contrast, boldness at age 11 (social engagement and assurance, thrill seeking, and stress resilience) also predicted substance abuse directly but was unrelated to contextual risk. There was substantial overlap in the genetic and shared environmental influences on socialization and contextual risk, and genetic risk in socialization contributed to substance abuse indirectly via increased exposure to contextual risk. This suggests that active gene–environment correlations related to individual differences in socialization contributed to an early, high-risk developmental trajectory for adolescent substance abuse. In contrast, boldness appeared to index an independent and direct genetic risk factor for adolescent substance abuse. En ligne : http://dx.doi.org/10.1017/S0954579412000946 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=190 [article] Gene–environment correlation in the development of adolescent substance abuse: Selection effects of child personality and mediation via contextual risk factors [Texte imprimé et/ou numérique] / Brian M. HICKS, Auteur ; Wendy JOHNSON, Auteur ; C. Emily DURBIN, Auteur ; Daniel M. BLONIGEN, Auteur ; William G. IACONO, Auteur ; Matt MCGUE, Auteur . - p.119-132. in Development and Psychopathology > 25-1 (February 2013) . - p.119-132 Index. décimale : PER Périodiques Résumé : We used a longitudinal twin design to examine selection effects of personality traits at age 11 on high-risk environmental contexts at age 14 and the extent to which these contexts mediated risk for substance abuse at age 17. Socialization at age 11 (willingness to follow rules and endorse conventional values) predicted exposure to contextual risk at age 14. Contextual risk partially mediated the effect of socialization on substance abuse, though socialization also had a direct effect. In contrast, boldness at age 11 (social engagement and assurance, thrill seeking, and stress resilience) also predicted substance abuse directly but was unrelated to contextual risk. There was substantial overlap in the genetic and shared environmental influences on socialization and contextual risk, and genetic risk in socialization contributed to substance abuse indirectly via increased exposure to contextual risk. This suggests that active gene–environment correlations related to individual differences in socialization contributed to an early, high-risk developmental trajectory for adolescent substance abuse. In contrast, boldness appeared to index an independent and direct genetic risk factor for adolescent substance abuse. En ligne : http://dx.doi.org/10.1017/S0954579412000946 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=190

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