Exploring interactive effects of genes and environments in etiology of individual differences in reading comprehension / Elena L. GRIGORENKO in Development and Psychopathology, 19-4 (Fall 2007)  

Public ISBD [article]  inDevelopment and Psychopathology > 19-4 (Fall 2007) . - p.1089-1103 Titre : Exploring interactive effects of genes and environments in etiology of individual differences in reading comprehension Type de document : Texte imprimé et/ou numérique Auteurs : Elena L. GRIGORENKO, Auteur ; Vladislav V. RUCHKIN, Auteur ; Andrew J. PAKSTIS, Auteur ; Lars ORELAND, Auteur ; Roman A. KOPOSOV, Auteur ; Britt A.F. KLINTEBERG, Auteur ; Gerald J. HAEFFEL, Auteur ; Marya GETCHELL, Auteur ; Colin G. DEYOUNG, Auteur ; Carolyn M. YRIGOLLEN, Auteur Année de publication : 2007 Article en page(s) : p.1089-1103 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : It is established that reading and reading-related processes are heritable; genes thus play an important role in the foundation of individual differences in reading. In this article, we focus on one facet of reading–comprehension. Comprehension is a higher order cognitive skill that requires many other cognitive processes for it to unfold completely and successfully. One such process is executive functioning, which has been associated with genetic variation in the catechol-O-methyltransferase (COMT) gene. Genotypes and haplotypes of four single nucleotide polymorphisms in COMT were investigated in 179 incarcerated adolescent delinquents. Four hierarchical logistic regression models predicting the presence/absence of comprehension difficulties were fitted to the data; genetic variation in COMT and the presence/absence of maternal rejection were investigated as main effects and as effects acting interactively. Three out of four interaction terms were found to be important predictors of individual differences in comprehension. These findings were supported by the results of the haplotype analyses, in which the four investigated polymorphisms were considered simultaneously. En ligne : http://dx.doi.org/10.1017/s0954579407000557 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=182 [article] Exploring interactive effects of genes and environments in etiology of individual differences in reading comprehension [Texte imprimé et/ou numérique] / Elena L. GRIGORENKO, Auteur ; Vladislav V. RUCHKIN, Auteur ; Andrew J. PAKSTIS, Auteur ; Lars ORELAND, Auteur ; Roman A. KOPOSOV, Auteur ; Britt A.F. KLINTEBERG, Auteur ; Gerald J. HAEFFEL, Auteur ; Marya GETCHELL, Auteur ; Colin G. DEYOUNG, Auteur ; Carolyn M. YRIGOLLEN, Auteur . - 2007 . - p.1089-1103. Langues : Anglais (eng) in Development and Psychopathology > 19-4 (Fall 2007) . - p.1089-1103 Index. décimale : PER Périodiques Résumé : It is established that reading and reading-related processes are heritable; genes thus play an important role in the foundation of individual differences in reading. In this article, we focus on one facet of reading–comprehension. Comprehension is a higher order cognitive skill that requires many other cognitive processes for it to unfold completely and successfully. One such process is executive functioning, which has been associated with genetic variation in the catechol-O-methyltransferase (COMT) gene. Genotypes and haplotypes of four single nucleotide polymorphisms in COMT were investigated in 179 incarcerated adolescent delinquents. Four hierarchical logistic regression models predicting the presence/absence of comprehension difficulties were fitted to the data; genetic variation in COMT and the presence/absence of maternal rejection were investigated as main effects and as effects acting interactively. Three out of four interaction terms were found to be important predictors of individual differences in comprehension. These findings were supported by the results of the haplotype analyses, in which the four investigated polymorphisms were considered simultaneously. En ligne : http://dx.doi.org/10.1017/s0954579407000557 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=182

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