Les bases génétiques et environnementales du comportement social / Nadine FORGET-DUBOIS

Public ISBD in Développement social et émotionnel chez l'enfant et l'adolescent / Jean-Pascal LEMELIN Titre : Les bases génétiques et environnementales du comportement social : Méthodes et enjeux Type de document : texte imprimé Auteurs : Nadine FORGET-DUBOIS, Auteur ; Jean-Pascal LEMELIN, Auteur Année de publication : 2012 Importance : p. 20-52 Présentation : ill. Langues : Français (fre) Mots-clés : Jumeaux Index. décimale : SCI-F SCI-F - Psychologie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=231 in Développement social et émotionnel chez l'enfant et l'adolescent / Jean-Pascal LEMELIN Les bases génétiques et environnementales du comportement social : Méthodes et enjeux [texte imprimé] / Nadine FORGET-DUBOIS, Auteur ; Jean-Pascal LEMELIN, Auteur . - 2012 . - p. 20-52 : ill. Langues : Français (fre) Mots-clés : Jumeaux Index. décimale : SCI-F SCI-F - Psychologie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=231

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Evidence of gene–environment correlation for peer difficulties: Disruptive behaviors predict early peer relation difficulties in school through genetic effects / Michel BOIVIN in Development and Psychopathology, 25-1 (February 2013)  

Public ISBD [article]  inDevelopment and Psychopathology > 25-1 (February 2013) . - p.79-92 Titre : Evidence of gene–environment correlation for peer difficulties: Disruptive behaviors predict early peer relation difficulties in school through genetic effects Type de document : texte imprimé Auteurs : Michel BOIVIN, Auteur ; Mara BRENDGEN, Auteur ; Frank VITARO, Auteur ; Nadine FORGET-DUBOIS, Auteur ; Bei FENG, Auteur ; Richard E. TREMBLAY, Auteur ; Ginette DIONNE, Auteur Article en page(s) : p.79-92 Index. décimale : PER Périodiques Résumé : Early disruptive behaviors, such as aggressive and hyperactive behaviors, known to be influenced by genetic factors, have been found to predict early school peer relation difficulties, such as peer rejection and victimization. However, there is no consensus regarding the developmental processes underlying this predictive association. Genetically informative designs, such as twin studies, are well suited for investigating the underlying genetic and environmental etiology of this association. The main goal of the present study was to examine the possible establishment of an emerging gene–environment correlation linking disruptive behaviors to peer relationship difficulties during the first years of school. Participants were drawn from an ongoing longitudinal study of twins who were assessed with respect to their social behaviors and their peer relation difficulties in kindergarten and in Grade 1 through peer nominations measures and teacher ratings. As predicted, disruptive behaviors were concurrently and predictively associated with peer relation difficulties. Multivariate analyses of these associations indicate that they were mainly accounted for by genetic factors. These results emphasize the need to adopt an early and persistent prevention framework targeting both the child and the peer context to alleviate the establishment of a negative coercive process and its consequences. En ligne : http://dx.doi.org/10.1017/S0954579412000910 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=190 [article] Evidence of gene–environment correlation for peer difficulties: Disruptive behaviors predict early peer relation difficulties in school through genetic effects [texte imprimé] / Michel BOIVIN, Auteur ; Mara BRENDGEN, Auteur ; Frank VITARO, Auteur ; Nadine FORGET-DUBOIS, Auteur ; Bei FENG, Auteur ; Richard E. TREMBLAY, Auteur ; Ginette DIONNE, Auteur . - p.79-92. in Development and Psychopathology > 25-1 (February 2013) . - p.79-92 Index. décimale : PER Périodiques Résumé : Early disruptive behaviors, such as aggressive and hyperactive behaviors, known to be influenced by genetic factors, have been found to predict early school peer relation difficulties, such as peer rejection and victimization. However, there is no consensus regarding the developmental processes underlying this predictive association. Genetically informative designs, such as twin studies, are well suited for investigating the underlying genetic and environmental etiology of this association. The main goal of the present study was to examine the possible establishment of an emerging gene–environment correlation linking disruptive behaviors to peer relationship difficulties during the first years of school. Participants were drawn from an ongoing longitudinal study of twins who were assessed with respect to their social behaviors and their peer relation difficulties in kindergarten and in Grade 1 through peer nominations measures and teacher ratings. As predicted, disruptive behaviors were concurrently and predictively associated with peer relation difficulties. Multivariate analyses of these associations indicate that they were mainly accounted for by genetic factors. These results emphasize the need to adopt an early and persistent prevention framework targeting both the child and the peer context to alleviate the establishment of a negative coercive process and its consequences. En ligne : http://dx.doi.org/10.1017/S0954579412000910 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=190

Phenotypic and genetic associations between reading comprehension, decoding skills, and ADHD dimensions: evidence from two population-based studies / Vickie PLOURDE in Journal of Child Psychology and Psychiatry, 56-10 (October 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-10 (October 2015) . - p.1074-1082 Titre : Phenotypic and genetic associations between reading comprehension, decoding skills, and ADHD dimensions: evidence from two population-based studies Type de document : texte imprimé Auteurs : Vickie PLOURDE, Auteur ; Michel BOIVIN, Auteur ; Nadine FORGET-DUBOIS, Auteur ; Mara BRENDGEN, Auteur ; Frank VITARO, Auteur ; Cecilia MARINO, Auteur ; Richard T. TREMBLAY, Auteur ; Ginette DIONNE, Auteur Article en page(s) : p.1074-1082 Langues : Anglais (eng) Mots-clés : Reading  decoding  comprehension  inattention  hyperactivity/impulsivity  population-based studies Index. décimale : PER Périodiques Résumé : Background The phenotypic and genetic associations between decoding skills and ADHD dimensions have been documented but less is known about the association with reading comprehension. The aim of the study is to document the phenotypic and genetic associations between reading comprehension and ADHD dimensions of inattention and hyperactivity/impulsivity in early schooling and compare them to those with decoding skills. Methods Data were collected in two population-based samples of twins (Quebec Newborn Twin Study – QNTS) and singletons (Quebec Longitudinal Study of Child Development – QLSCD) totaling ≈ 2300 children. Reading was assessed with normed measures in second or third grade. Teachers assessed ADHD dimensions in kindergarten and first grade. Results Both decoding and reading comprehension were correlated with ADHD dimensions in a similar way: associations with inattention remained after controlling for the other ADHD dimension, behavior disorder symptoms and nonverbal abilities, whereas associations with hyperactivity/impulsivity did not. Genetic modeling showed that decoding and comprehension largely shared the same genetic etiology at this age and that their associations with inattention were mostly explained by shared genetic influences. Conclusion Both reading comprehension and decoding are uniquely associated with inattention through a shared genetic etiology. En ligne : http://dx.doi.org/10.1111/jcpp.12394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269 [article] Phenotypic and genetic associations between reading comprehension, decoding skills, and ADHD dimensions: evidence from two population-based studies [texte imprimé] / Vickie PLOURDE, Auteur ; Michel BOIVIN, Auteur ; Nadine FORGET-DUBOIS, Auteur ; Mara BRENDGEN, Auteur ; Frank VITARO, Auteur ; Cecilia MARINO, Auteur ; Richard T. TREMBLAY, Auteur ; Ginette DIONNE, Auteur . - p.1074-1082. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-10 (October 2015) . - p.1074-1082 Mots-clés : Reading  decoding  comprehension  inattention  hyperactivity/impulsivity  population-based studies Index. décimale : PER Périodiques Résumé : Background The phenotypic and genetic associations between decoding skills and ADHD dimensions have been documented but less is known about the association with reading comprehension. The aim of the study is to document the phenotypic and genetic associations between reading comprehension and ADHD dimensions of inattention and hyperactivity/impulsivity in early schooling and compare them to those with decoding skills. Methods Data were collected in two population-based samples of twins (Quebec Newborn Twin Study – QNTS) and singletons (Quebec Longitudinal Study of Child Development – QLSCD) totaling ≈ 2300 children. Reading was assessed with normed measures in second or third grade. Teachers assessed ADHD dimensions in kindergarten and first grade. Results Both decoding and reading comprehension were correlated with ADHD dimensions in a similar way: associations with inattention remained after controlling for the other ADHD dimension, behavior disorder symptoms and nonverbal abilities, whereas associations with hyperactivity/impulsivity did not. Genetic modeling showed that decoding and comprehension largely shared the same genetic etiology at this age and that their associations with inattention were mostly explained by shared genetic influences. Conclusion Both reading comprehension and decoding are uniquely associated with inattention through a shared genetic etiology. En ligne : http://dx.doi.org/10.1111/jcpp.12394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269

Polygenic scores differentially predict developmental trajectories of subtypes of social withdrawal in childhood / Geneviève MORNEAU-VAILLANCOURT in Journal of Child Psychology and Psychiatry, 62-11 (November 2021)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 62-11 (November 2021) . - p.1320-1329 Titre : Polygenic scores differentially predict developmental trajectories of subtypes of social withdrawal in childhood Type de document : texte imprimé Auteurs : Geneviève MORNEAU-VAILLANCOURT, Auteur ; Till F.M. ANDLAUER, Auteur ; Isabelle OUELLET-MORIN, Auteur ; Stéphane PAQUIN, Auteur ; Mara BRENDGEN, Auteur ; Frank VITARO, Auteur ; Jean-Philippe GOUIN, Auteur ; Jean R. SEGUIN, Auteur ; Éloi GAGNON, Auteur ; Rosa CHEESMAN, Auteur ; Nadine FORGET-DUBOIS, Auteur ; Guy A. ROULEAU, Auteur ; Gustavo TURECKI, Auteur ; Richard E. TREMBLAY, Auteur ; Sylvana M. CÔTÉ, Auteur ; Ginette DIONNE, Auteur ; Michel BOIVIN, Auteur Article en page(s) : p.1320-1329 Langues : Anglais (eng) Mots-clés : Attention Deficit Disorder with Hyperactivity  Autism Spectrum Disorder  Child  Humans  Infant, Newborn  Loneliness  Longitudinal Studies  Multifactorial Inheritance/genetics  Prospective Studies  Social withdrawal  polygenic scores  preference for solitude  social wariness  trajectories Index. décimale : PER Périodiques Résumé : BACKGROUND: Children who consistently withdraw from social situations face increased risk for later socioemotional difficulties. Twin studies indicate that genetic factors substantially account for the persistence of social withdrawal over time. However, the molecular genetic etiology of chronic courses of social wariness and preference for solitude, two dimensions of social withdrawal, remains undocumented. The objectives of the present study were (a) to identify high-risk trajectories for social wariness and preference for solitude in childhood and (b) to examine whether falling on these high-risk trajectories can be predicted by specific polygenic scores for mental health traits and disorders and by a general polygenic predisposition to these traits. METHODS: Teachers evaluated 971 genotyped children at five occasions (age 6 to 12 years) from two prospective longitudinal studies, the Quebec Newborn Twin Study and the Quebec Longitudinal Study of Child Development. Developmental trajectories for social wariness and preference for solitude were identified. We tested whether polygenic scores for attention deficit hyperactivity disorder, autism spectrum disorder, depression, loneliness, and subjective well-being, as well as a general mental health genetic risk score derived across these traits, were associated with the developmental trajectories. RESULTS: Polygenic scores differentially predicted social wariness and preference for solitude. Only the loneliness polygenic score significantly predicted the high trajectory for social wariness. By contrast, the general mental health genetic risk score factor was associated with the trajectory depicting high-chronic preference for solitude. CONCLUSIONS: Distinct associations were uncovered between the polygenic scores, social wariness, and preference for solitude. En ligne : http://dx.doi.org/10.1111/jcpp.13459 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456 [article] Polygenic scores differentially predict developmental trajectories of subtypes of social withdrawal in childhood [texte imprimé] / Geneviève MORNEAU-VAILLANCOURT, Auteur ; Till F.M. ANDLAUER, Auteur ; Isabelle OUELLET-MORIN, Auteur ; Stéphane PAQUIN, Auteur ; Mara BRENDGEN, Auteur ; Frank VITARO, Auteur ; Jean-Philippe GOUIN, Auteur ; Jean R. SEGUIN, Auteur ; Éloi GAGNON, Auteur ; Rosa CHEESMAN, Auteur ; Nadine FORGET-DUBOIS, Auteur ; Guy A. ROULEAU, Auteur ; Gustavo TURECKI, Auteur ; Richard E. TREMBLAY, Auteur ; Sylvana M. CÔTÉ, Auteur ; Ginette DIONNE, Auteur ; Michel BOIVIN, Auteur . - p.1320-1329. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 62-11 (November 2021) . - p.1320-1329 Mots-clés : Attention Deficit Disorder with Hyperactivity  Autism Spectrum Disorder  Child  Humans  Infant, Newborn  Loneliness  Longitudinal Studies  Multifactorial Inheritance/genetics  Prospective Studies  Social withdrawal  polygenic scores  preference for solitude  social wariness  trajectories Index. décimale : PER Périodiques Résumé : BACKGROUND: Children who consistently withdraw from social situations face increased risk for later socioemotional difficulties. Twin studies indicate that genetic factors substantially account for the persistence of social withdrawal over time. However, the molecular genetic etiology of chronic courses of social wariness and preference for solitude, two dimensions of social withdrawal, remains undocumented. The objectives of the present study were (a) to identify high-risk trajectories for social wariness and preference for solitude in childhood and (b) to examine whether falling on these high-risk trajectories can be predicted by specific polygenic scores for mental health traits and disorders and by a general polygenic predisposition to these traits. METHODS: Teachers evaluated 971 genotyped children at five occasions (age 6 to 12 years) from two prospective longitudinal studies, the Quebec Newborn Twin Study and the Quebec Longitudinal Study of Child Development. Developmental trajectories for social wariness and preference for solitude were identified. We tested whether polygenic scores for attention deficit hyperactivity disorder, autism spectrum disorder, depression, loneliness, and subjective well-being, as well as a general mental health genetic risk score derived across these traits, were associated with the developmental trajectories. RESULTS: Polygenic scores differentially predicted social wariness and preference for solitude. Only the loneliness polygenic score significantly predicted the high trajectory for social wariness. By contrast, the general mental health genetic risk score factor was associated with the trajectory depicting high-chronic preference for solitude. CONCLUSIONS: Distinct associations were uncovered between the polygenic scores, social wariness, and preference for solitude. En ligne : http://dx.doi.org/10.1111/jcpp.13459 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456

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