Do executive functions explain the covariance between internalizing and externalizing behaviors? / Alexander S. HATOUM in Development and Psychopathology, 30-4 (October 2018)  

Public ISBD [article]  inDevelopment and Psychopathology > 30-4 (October 2018) . - p.1371-1387 Titre : Do executive functions explain the covariance between internalizing and externalizing behaviors? Type de document : texte imprimé Auteurs : Alexander S. HATOUM, Auteur ; Soo Hyun RHEE, Auteur ; Robin P. CORLEY, Auteur ; John K. HEWITT, Auteur ; Naomi P. FRIEDMAN, Auteur Article en page(s) : p.1371-1387 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study examined whether executive functions (EFs) might be common features of internalizing and externalizing behavior problems across development. We examined relations between three EF latent variables (a common EF factor and factors specific to updating working memory and shifting sets), constructed from nine laboratory tasks administered at age 17, to latent growth intercept (capturing stability) and slope (capturing change) factors of teacher- and parent-reported internalizing and externalizing behaviors in 885 individual twins aged 7 to 16 years. We then estimated the proportion of intercept–intercept and slope–slope correlations predicted by EF as well as the association between EFs and a common psychopathology factor (P factor) estimated from all 9 years of internalizing and externalizing measures. Common EF was negatively associated with the intercepts of teacher-rated internalizing and externalizing behavior in males, and explained 32% of their covariance; in the P factor model, common EF was associated with the P factor in males. Shifting-specific was positively associated with the externalizing slope across sex. EFs did not explain covariation between parent-rated behaviors. These results suggest that EFs are associated with stable problem behavior variation, explain small proportions of covariance, and are a risk factor that that may depend on gender. En ligne : http://dx.doi.org/10.1017/S0954579417001602 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368 [article] Do executive functions explain the covariance between internalizing and externalizing behaviors? [texte imprimé] / Alexander S. HATOUM, Auteur ; Soo Hyun RHEE, Auteur ; Robin P. CORLEY, Auteur ; John K. HEWITT, Auteur ; Naomi P. FRIEDMAN, Auteur . - p.1371-1387. Langues : Anglais (eng) in Development and Psychopathology > 30-4 (October 2018) . - p.1371-1387 Index. décimale : PER Périodiques Résumé : This study examined whether executive functions (EFs) might be common features of internalizing and externalizing behavior problems across development. We examined relations between three EF latent variables (a common EF factor and factors specific to updating working memory and shifting sets), constructed from nine laboratory tasks administered at age 17, to latent growth intercept (capturing stability) and slope (capturing change) factors of teacher- and parent-reported internalizing and externalizing behaviors in 885 individual twins aged 7 to 16 years. We then estimated the proportion of intercept–intercept and slope–slope correlations predicted by EF as well as the association between EFs and a common psychopathology factor (P factor) estimated from all 9 years of internalizing and externalizing measures. Common EF was negatively associated with the intercepts of teacher-rated internalizing and externalizing behavior in males, and explained 32% of their covariance; in the P factor model, common EF was associated with the P factor in males. Shifting-specific was positively associated with the externalizing slope across sex. EFs did not explain covariation between parent-rated behaviors. These results suggest that EFs are associated with stable problem behavior variation, explain small proportions of covariance, and are a risk factor that that may depend on gender. En ligne : http://dx.doi.org/10.1017/S0954579417001602 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368

Family income and polygenic scores are independently but not interactively associated with cognitive performance among youth genetically similar to European reference populations / N.M. ELSAYED ; S.M.C. COLBERT ; Ryan BOGDAN ; Alexander S. HATOUM ; Deanna M. BARCH in Development and Psychopathology, 37-4 (October 2025)  

Public ISBD [article]  inDevelopment and Psychopathology > 37-4 (October 2025) . - p.2011-2025 Titre : Family income and polygenic scores are independently but not interactively associated with cognitive performance among youth genetically similar to European reference populations Type de document : texte imprimé Auteurs : N.M. ELSAYED, Auteur ; S.M.C. COLBERT, Auteur ; Ryan BOGDAN, Auteur ; Alexander S. HATOUM, Auteur ; Deanna M. BARCH, Auteur Article en page(s) : p.2011-2025 Langues : Anglais (eng) Mots-clés : cognitive ability  familial income  gene-environment interaction  neighborhood advantage  polygenic risk scores Index. décimale : PER Périodiques Résumé : Cognitive abilities are heritable and influenced by socioeconomic status (SES). It is critical to understand the association between SES and cognition beyond genetic propensity to inform potential benefits of SES-based interventions and to determine if such associations vary across (i) cognitive domains, (ii) facets of SES, and/or (iii) genetic propensity for different aspects of cognition. We examined the contributions of neighborhood socioeconomic advantage, family income, and polygenic scores (PGS) for domains of cognition (i.e., general cognitive ability, executive function, learning and memory, fluid reasoning) in a sample of children (ages 9-10; n = 5549) most genetically similar to reference populations from Europe. With some variability across cognitive outcomes, family income and PGS were independently significantly associated with cognitive performance. Within-sibling analyses revealed that cognitive PGS associations were predominantly driven by between-family effects suggestive of non-direct genetic mechanisms. These findings provide evidence that SES and genetic propensity to cognition have unique associations with cognitive performance in middle childhood. These results underscore the importance of environmental factors and genetic influences in the development of cognitive abilities and caution against overinterpreting associations with PGS of cognitive and educational outcomes as predominantly direct genetic effects. En ligne : https://dx.doi.org/10.1017/S0954579424001573 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567 [article] Family income and polygenic scores are independently but not interactively associated with cognitive performance among youth genetically similar to European reference populations [texte imprimé] / N.M. ELSAYED, Auteur ; S.M.C. COLBERT, Auteur ; Ryan BOGDAN, Auteur ; Alexander S. HATOUM, Auteur ; Deanna M. BARCH, Auteur . - p.2011-2025. Langues : Anglais (eng) in Development and Psychopathology > 37-4 (October 2025) . - p.2011-2025 Mots-clés : cognitive ability  familial income  gene-environment interaction  neighborhood advantage  polygenic risk scores Index. décimale : PER Périodiques Résumé : Cognitive abilities are heritable and influenced by socioeconomic status (SES). It is critical to understand the association between SES and cognition beyond genetic propensity to inform potential benefits of SES-based interventions and to determine if such associations vary across (i) cognitive domains, (ii) facets of SES, and/or (iii) genetic propensity for different aspects of cognition. We examined the contributions of neighborhood socioeconomic advantage, family income, and polygenic scores (PGS) for domains of cognition (i.e., general cognitive ability, executive function, learning and memory, fluid reasoning) in a sample of children (ages 9-10; n = 5549) most genetically similar to reference populations from Europe. With some variability across cognitive outcomes, family income and PGS were independently significantly associated with cognitive performance. Within-sibling analyses revealed that cognitive PGS associations were predominantly driven by between-family effects suggestive of non-direct genetic mechanisms. These findings provide evidence that SES and genetic propensity to cognition have unique associations with cognitive performance in middle childhood. These results underscore the importance of environmental factors and genetic influences in the development of cognitive abilities and caution against overinterpreting associations with PGS of cognitive and educational outcomes as predominantly direct genetic effects. En ligne : https://dx.doi.org/10.1017/S0954579424001573 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567

---

1 (1 - 2 / 2) Par page : 25 50 100 200