Chaotic homes and school achievement: a twin study / Ken B. HANSCOMBE in Journal of Child Psychology and Psychiatry, 52-11 (November 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1212-1220 Titre : Chaotic homes and school achievement: a twin study Type de document : Texte imprimé et/ou numérique Auteurs : Ken B. HANSCOMBE, Auteur ; Claire Margaret Alison HAWORTH, Auteur ; Oliver S.P. DAVIS, Auteur ; Sara R. JAFFEE, Auteur ; Robert PLOMIN, Auteur Année de publication : 2011 Article en page(s) : p.1212-1220 Langues : Anglais (eng) Mots-clés : Gene–environment correlation  household chaos  environmental confusion  home environment  school achievement  twin studies  behavioural genetics Index. décimale : PER Périodiques Résumé : Background:  Chaotic homes predict poor school performance. Given that it is known that genes affect both children’s experience of household chaos and their school achievement, to what extent is the relationship between high levels of noise and environmental confusion in the home, and children’s school performance, mediated by heritable child effects? This is the first study to explore the genetic and environmental pathways between household chaos and academic performance. Method:  Children’s perceptions of family chaos at ages 9 and 12 and their school performance at age 12 were assessed in more than 2,300 twin pairs. The use of child-specific measures in a multivariate genetic analysis made it possible to investigate the genetic and environmental origins of the covariation between children’s experience of chaos in the home and their school achievement. Results:  Children’s experience of family chaos and their school achievement were significantly correlated in the expected negative direction (r = −.26). As expected, shared environmental factors explained a large proportion (63%) of the association. However, genetic factors accounted for a significant proportion (37%) of the association between children’s experience of household chaos and their school performance. Conclusions:  The association between chaotic homes and poor performance in school, previously assumed to be entirely environmental in origin, is in fact partly genetic. How children’s home environment affects their academic achievement is not simply in the direction environment → child → outcome. Instead, genetic factors that influence children’s experience of the disordered home environment also affect how well they do at school. The relationship between the child, their environment and their performance at school is complex: both genetic and environmental factors play a role. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02421.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145 [article] Chaotic homes and school achievement: a twin study [Texte imprimé et/ou numérique] / Ken B. HANSCOMBE, Auteur ; Claire Margaret Alison HAWORTH, Auteur ; Oliver S.P. DAVIS, Auteur ; Sara R. JAFFEE, Auteur ; Robert PLOMIN, Auteur . - 2011 . - p.1212-1220. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1212-1220 Mots-clés : Gene–environment correlation  household chaos  environmental confusion  home environment  school achievement  twin studies  behavioural genetics Index. décimale : PER Périodiques Résumé : Background:  Chaotic homes predict poor school performance. Given that it is known that genes affect both children’s experience of household chaos and their school achievement, to what extent is the relationship between high levels of noise and environmental confusion in the home, and children’s school performance, mediated by heritable child effects? This is the first study to explore the genetic and environmental pathways between household chaos and academic performance. Method:  Children’s perceptions of family chaos at ages 9 and 12 and their school performance at age 12 were assessed in more than 2,300 twin pairs. The use of child-specific measures in a multivariate genetic analysis made it possible to investigate the genetic and environmental origins of the covariation between children’s experience of chaos in the home and their school achievement. Results:  Children’s experience of family chaos and their school achievement were significantly correlated in the expected negative direction (r = −.26). As expected, shared environmental factors explained a large proportion (63%) of the association. However, genetic factors accounted for a significant proportion (37%) of the association between children’s experience of household chaos and their school performance. Conclusions:  The association between chaotic homes and poor performance in school, previously assumed to be entirely environmental in origin, is in fact partly genetic. How children’s home environment affects their academic achievement is not simply in the direction environment → child → outcome. Instead, genetic factors that influence children’s experience of the disordered home environment also affect how well they do at school. The relationship between the child, their environment and their performance at school is complex: both genetic and environmental factors play a role. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02421.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145

Generalist genes and learning disabilities: a multivariate genetic analysis of low performance in reading, mathematics, language and general cognitive ability in a sample of 8000 12-year-old twins / Claire Margaret Alison HAWORTH 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.1328-1325 Titre : Generalist genes and learning disabilities: a multivariate genetic analysis of low performance in reading, mathematics, language and general cognitive ability in a sample of 8000 12-year-old twins Type de document : Texte imprimé et/ou numérique Auteurs : Claire Margaret Alison HAWORTH, Auteur ; Stephen A. PETRILL, Auteur ; Yulia KOVAS, Auteur ; Philip S. DALE, Auteur ; Nicole HARLAAR, Auteur ; Robert PLOMIN, Auteur ; Marianna E. HAYIOU-THOMAS, Auteur Année de publication : 2009 Article en page(s) : p.1328-1325 Langues : Anglais (eng) Mots-clés : Learning-disability twins behavioral-genetics generalist-genes Index. décimale : PER Périodiques Résumé : Background: Our previous investigation found that the same genes influence poor reading and mathematics performance in 10-year-olds. Here we assess whether this finding extends to language and general cognitive disabilities, as well as replicating the earlier finding for reading and mathematics in an older and larger sample. Methods: Using a representative sample of 4000 pairs of 12-year-old twins from the UK Twins Early Development Study, we investigated the genetic and environmental overlap between internet-based batteries of language and general cognitive ability tests in addition to tests of reading and mathematics for the bottom 15% of the distribution using DeFries–Fulker extremes analysis. We compared these results to those for the entire distribution. Results: All four traits were highly correlated at the low extreme (average group phenotypic correlation = .58). and in the entire distribution (average phenotypic correlation = .59). Genetic correlations for the low extreme were consistently high (average = .67), and non-shared environmental correlations were modest (average = .23). These results are similar to those seen across the entire distribution (.68 and .23, respectively). Conclusions: The 'Generalist Genes Hypothesis' holds for language and general cognitive disabilities, as well as reading and mathematics disabilities. Genetic correlations were high, indicating a strong degree of overlap in genetic influences on these diverse traits. In contrast, non-shared environmental influences were largely specific to each trait, causing phenotypic differentiation of traits. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02114.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=839 [article] Generalist genes and learning disabilities: a multivariate genetic analysis of low performance in reading, mathematics, language and general cognitive ability in a sample of 8000 12-year-old twins [Texte imprimé et/ou numérique] / Claire Margaret Alison HAWORTH, Auteur ; Stephen A. PETRILL, Auteur ; Yulia KOVAS, Auteur ; Philip S. DALE, Auteur ; Nicole HARLAAR, Auteur ; Robert PLOMIN, Auteur ; Marianna E. HAYIOU-THOMAS, Auteur . - 2009 . - p.1328-1325. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-10 (October 2009) . - p.1328-1325 Mots-clés : Learning-disability twins behavioral-genetics generalist-genes Index. décimale : PER Périodiques Résumé : Background: Our previous investigation found that the same genes influence poor reading and mathematics performance in 10-year-olds. Here we assess whether this finding extends to language and general cognitive disabilities, as well as replicating the earlier finding for reading and mathematics in an older and larger sample. Methods: Using a representative sample of 4000 pairs of 12-year-old twins from the UK Twins Early Development Study, we investigated the genetic and environmental overlap between internet-based batteries of language and general cognitive ability tests in addition to tests of reading and mathematics for the bottom 15% of the distribution using DeFries–Fulker extremes analysis. We compared these results to those for the entire distribution. Results: All four traits were highly correlated at the low extreme (average group phenotypic correlation = .58). and in the entire distribution (average phenotypic correlation = .59). Genetic correlations for the low extreme were consistently high (average = .67), and non-shared environmental correlations were modest (average = .23). These results are similar to those seen across the entire distribution (.68 and .23, respectively). Conclusions: The 'Generalist Genes Hypothesis' holds for language and general cognitive disabilities, as well as reading and mathematics disabilities. Genetic correlations were high, indicating a strong degree of overlap in genetic influences on these diverse traits. In contrast, non-shared environmental influences were largely specific to each trait, causing phenotypic differentiation of traits. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02114.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=839

Genetic origin of the relationship between parental negativity and behavior problems from early childhood to adolescence: A longitudinal genetically sensitive study / Silvia ALEMANY in Development and Psychopathology, 25-2 (May 2013)  

Public ISBD [article]  inDevelopment and Psychopathology > 25-2 (May 2013) . - p.487-500 Titre : Genetic origin of the relationship between parental negativity and behavior problems from early childhood to adolescence: A longitudinal genetically sensitive study Type de document : Texte imprimé et/ou numérique Auteurs : Silvia ALEMANY, Auteur ; Frühling V. RIJSDIJK, Auteur ; Claire Margaret Alison HAWORTH, Auteur ; Lourdes FAÑANÁS, Auteur ; Robert PLOMIN, Auteur Article en page(s) : p.487-500 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Little is known about how genetic and environmental factors contribute to the association between parental negativity and behavior problems from early childhood to adolescence. The current study fitted a cross-lagged model in a sample consisting of 4,075 twin pairs to explore (a) the role of genetic and environmental factors in the relationship between parental negativity and behavior problems from age 4 to age 12, (b) whether parent-driven and child-driven processes independently explain the association, and (c) whether there are sex differences in this relationship. Both phenotypes showed substantial genetic influence at both ages. The concurrent overlap between them was mainly accounted for by genetic factors. Causal pathways representing stability of the phenotypes and parent-driven and child-driven effects significantly and independently account for the association. Significant but slight differences were found between males and females for parent-driven effects. These results were highly similar when general cognitive ability was added as a covariate. In summary, the longitudinal association between parental negativity and behavior problems seems to be bidirectional and mainly accounted for by genetic factors. Furthermore, child-driven effects were mainly genetically mediated, and parent-driven effects were a function of both genetic and shared-environmental factors. En ligne : http://dx.doi.org/10.1017/S0954579412001198 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] Genetic origin of the relationship between parental negativity and behavior problems from early childhood to adolescence: A longitudinal genetically sensitive study [Texte imprimé et/ou numérique] / Silvia ALEMANY, Auteur ; Frühling V. RIJSDIJK, Auteur ; Claire Margaret Alison HAWORTH, Auteur ; Lourdes FAÑANÁS, Auteur ; Robert PLOMIN, Auteur . - p.487-500. Langues : Anglais (eng) in Development and Psychopathology > 25-2 (May 2013) . - p.487-500 Index. décimale : PER Périodiques Résumé : Little is known about how genetic and environmental factors contribute to the association between parental negativity and behavior problems from early childhood to adolescence. The current study fitted a cross-lagged model in a sample consisting of 4,075 twin pairs to explore (a) the role of genetic and environmental factors in the relationship between parental negativity and behavior problems from age 4 to age 12, (b) whether parent-driven and child-driven processes independently explain the association, and (c) whether there are sex differences in this relationship. Both phenotypes showed substantial genetic influence at both ages. The concurrent overlap between them was mainly accounted for by genetic factors. Causal pathways representing stability of the phenotypes and parent-driven and child-driven effects significantly and independently account for the association. Significant but slight differences were found between males and females for parent-driven effects. These results were highly similar when general cognitive ability was added as a covariate. In summary, the longitudinal association between parental negativity and behavior problems seems to be bidirectional and mainly accounted for by genetic factors. Furthermore, child-driven effects were mainly genetically mediated, and parent-driven effects were a function of both genetic and shared-environmental factors. En ligne : http://dx.doi.org/10.1017/S0954579412001198 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199

Overlap and specificity of genetic and environmental influences on mathematics and reading disability in 10-year-old twins / Yulia KOVAS in Journal of Child Psychology and Psychiatry, 48-9 (September 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-9 (September 2007) . - p.914–922 Titre : Overlap and specificity of genetic and environmental influences on mathematics and reading disability in 10-year-old twins Type de document : Texte imprimé et/ou numérique Auteurs : Yulia KOVAS, Auteur ; Stephen A. PETRILL, Auteur ; Philip S. DALE, Auteur ; Nicole HARLAAR, Auteur ; Robert PLOMIN, Auteur ; Claire Margaret Alison HAWORTH, Auteur Année de publication : 2007 Article en page(s) : p.914–922 Langues : Anglais (eng) Mots-clés : Mathematical-disability reading-disability twin-method genetic-correlation etiology behavioral-genetics child-development comorbidity learning-difficulties Index. décimale : PER Périodiques Résumé : Background: To what extent do genetic and environmental influences on reading disability overlap with those on mathematics disability? Multivariate genetic research on the normal range of variation in unselected samples has led to a Generalist Genes Hypothesis which posits that the same genes largely affect individual differences in these abilities in the normal range. However, little is known about the etiology of co-morbidity for the disability extremes of reading and mathematics. Method: From 2596 pairs of 10-year-old monozygotic and dizygotic twins assessed on a web-based battery of reading and mathematics tests, we selected the lowest 15% on reading and on mathematics. We conducted bivariate DeFries–Fulker (DF) extremes analyses to assess overlap and specificity of genetic and environmental influences on reading and mathematics disability defined by a 15% cut-off. Results: Both reading and mathematics disability are moderately heritable (47% and 43%, respectively) and show only modest shared environmental influence (16% and 20%). There is substantial phenotypic co-morbidity between reading and mathematics disability. Bivariate DF extremes analyses yielded a genetic correlation of .67 between reading disability and mathematics disability, suggesting that they are affected largely by the same genetic factors. The shared environmental correlation is .96 and the non-shared environmental correlation is .08. Conclusions: In line with the Generalist Genes Hypothesis, the same set of generalist genes largely affects mathematical and reading disabilities. The dissociation between the disabilities occurs largely due to independent non-shared environmental influences. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01748..x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=163 [article] Overlap and specificity of genetic and environmental influences on mathematics and reading disability in 10-year-old twins [Texte imprimé et/ou numérique] / Yulia KOVAS, Auteur ; Stephen A. PETRILL, Auteur ; Philip S. DALE, Auteur ; Nicole HARLAAR, Auteur ; Robert PLOMIN, Auteur ; Claire Margaret Alison HAWORTH, Auteur . - 2007 . - p.914–922. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-9 (September 2007) . - p.914–922 Mots-clés : Mathematical-disability reading-disability twin-method genetic-correlation etiology behavioral-genetics child-development comorbidity learning-difficulties Index. décimale : PER Périodiques Résumé : Background: To what extent do genetic and environmental influences on reading disability overlap with those on mathematics disability? Multivariate genetic research on the normal range of variation in unselected samples has led to a Generalist Genes Hypothesis which posits that the same genes largely affect individual differences in these abilities in the normal range. However, little is known about the etiology of co-morbidity for the disability extremes of reading and mathematics. Method: From 2596 pairs of 10-year-old monozygotic and dizygotic twins assessed on a web-based battery of reading and mathematics tests, we selected the lowest 15% on reading and on mathematics. We conducted bivariate DeFries–Fulker (DF) extremes analyses to assess overlap and specificity of genetic and environmental influences on reading and mathematics disability defined by a 15% cut-off. Results: Both reading and mathematics disability are moderately heritable (47% and 43%, respectively) and show only modest shared environmental influence (16% and 20%). There is substantial phenotypic co-morbidity between reading and mathematics disability. Bivariate DF extremes analyses yielded a genetic correlation of .67 between reading disability and mathematics disability, suggesting that they are affected largely by the same genetic factors. The shared environmental correlation is .96 and the non-shared environmental correlation is .08. Conclusions: In line with the Generalist Genes Hypothesis, the same set of generalist genes largely affects mathematical and reading disabilities. The dissociation between the disabilities occurs largely due to independent non-shared environmental influences. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01748..x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=163

Sex differences and science: the etiology of science excellence / Claire Margaret Alison HAWORTH in Journal of Child Psychology and Psychiatry, 50-9 (September 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-9 (September 2009) . - p.1113-1120 Titre : Sex differences and science: the etiology of science excellence Type de document : Texte imprimé et/ou numérique Auteurs : Claire Margaret Alison HAWORTH, Auteur ; Philip S. DALE, Auteur ; Robert PLOMIN, Auteur Année de publication : 2009 Article en page(s) : p.1113-1120 Langues : Anglais (eng) Mots-clés : Science-excellence sex-differences behavioural-genetics aetiology gifted-children Index. décimale : PER Périodiques Résumé : Background: Are there sex differences in the etiology of high performance in science in childhood that could contribute to the under-representation of women in scientific careers? In this study the relative contributions of genetic and environmental influences on high performance in science in both boys and girls were assessed using standard twin analyses. Methods: The sample included 3000 twin pairs from the UK Twins Early Development Study (TEDS). Science performance ratings based on the UK National Curriculum were collected from teachers when the twins were 9, 10 and 12 years old. Science excellence was defined as performing above the 85th percentile. Sex-limitation liability threshold models were used to assess sex differences in etiology. Results: We found no evidence for quantitative or qualitative sex differences in the etiology of science excellence, which was moderately heritable (30–50%), and influenced by both shared (40–56%) and non-shared (10–13%) environmental influences. Conclusions: Although boys and girls do not differ genetically in relation to school science performance per se, the under-representation of women in scientific careers may be due to attitudes rather than aptitudes. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02087.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=829 [article] Sex differences and science: the etiology of science excellence [Texte imprimé et/ou numérique] / Claire Margaret Alison HAWORTH, Auteur ; Philip S. DALE, Auteur ; Robert PLOMIN, Auteur . - 2009 . - p.1113-1120. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-9 (September 2009) . - p.1113-1120 Mots-clés : Science-excellence sex-differences behavioural-genetics aetiology gifted-children Index. décimale : PER Périodiques Résumé : Background: Are there sex differences in the etiology of high performance in science in childhood that could contribute to the under-representation of women in scientific careers? In this study the relative contributions of genetic and environmental influences on high performance in science in both boys and girls were assessed using standard twin analyses. Methods: The sample included 3000 twin pairs from the UK Twins Early Development Study (TEDS). Science performance ratings based on the UK National Curriculum were collected from teachers when the twins were 9, 10 and 12 years old. Science excellence was defined as performing above the 85th percentile. Sex-limitation liability threshold models were used to assess sex differences in etiology. Results: We found no evidence for quantitative or qualitative sex differences in the etiology of science excellence, which was moderately heritable (30–50%), and influenced by both shared (40–56%) and non-shared (10–13%) environmental influences. Conclusions: Although boys and girls do not differ genetically in relation to school science performance per se, the under-representation of women in scientific careers may be due to attitudes rather than aptitudes. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02087.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=829

The role of gene–environment correlations and interactions in middle childhood depressive symptoms / Paul O. WILKINSON in Development and Psychopathology, 25-1 (February 2013)  

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Trajectories leading to autism spectrum disorders are affected by paternal age: findings from two nationally representative twin studies / Sebastian LUNDSTROM in Journal of Child Psychology and Psychiatry, 51-7 (July 2010)  

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