Developing language in a developing body: genetic associations of infant gross motor behaviour and self-care/symbolic actions with emerging language abilities / Ellen VERHOEF in Journal of Child Psychology and Psychiatry, 67-1 (January 2026)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 67-1 (January 2026) . - p.41-54 Titre : Developing language in a developing body: genetic associations of infant gross motor behaviour and self-care/symbolic actions with emerging language abilities Type de document : texte imprimé Auteurs : Ellen VERHOEF, Auteur ; Lucía DE HOYOS, Auteur ; Fenja SCHLAG, Auteur ; Jeffrey VAN DER VEN, Auteur ; Mitchell OLISLAGERS, Auteur ; Philip S. DALE, Auteur ; Evan KIDD, Auteur ; Simon E. FISHER, Auteur ; Beate ST POURCAIN, Auteur Article en page(s) : p.41-54 Langues : Anglais (eng) Mots-clés : ALSPAC  development  genetics Index. décimale : PER Périodiques Résumé : Background Mastering gross motor abilities in early infancy and culturally defined actions (e.g. self-care routines) in late infancy can initiate cascading developmental changes that affect language learning. Here, we adopt a genetic perspective to investigate underlying processes, implicating either shared or ?gateway? mechanisms, where the latter enable children to interact with their environment. Methods Selecting heritable traits (h2, heritability), we studied infant gross motor (6?months) and self-care/symbolic (15?months) skills as predictors of 10 language outcomes (15?38?months) in genotyped children from the Avon Longitudinal Study of Parents and Children (N?≤?7,017). Language measures were combined into three interrelated language factors (LF) using structural equation modeling (SEM), corresponding to largely different age windows (LF15M, LF24M, LF38M, 51.3% total explained variance). Developmental genomic and non-genomic relationships across measures were dissected with Cholesky decompositions using genetic-relationship-matrix structural equation modeling (GRM-SEM) as part of a multivariate approach. Results Gross motor abilities at 6?months (h2?=?0.18 (SE?=?.06)) and self-care/symbolic actions at 15?months (h2?=?0.18 (SE?=?.06)) were modestly heritable, as well as the three derived language factor scores (LFS15M-h2?=?0.12 (SE?=?.05), LFS24M-h2?=?0.21 (SE?=?.06), LFS38M-h2?=?0.17 (SE?=?.05)), enabling genetic analyses. Developmental genetic models (GRM-SEM) showed that gross motor abilities (6?months) share genetic influences with self-care/symbolic actions (15?months, factor loading ?; ??=?0.22 (SE?=?.09)), but not with language performance (p?≥?.05). In contrast, genetic influences underlying self-care/symbolic actions, independent of early gross motor skills, were related to all three language factors (LFS15M-??=?0.26 (SE?=?.09), LFS24M-??=?0.28 (SE?=?.10), LFS38M-??=?0.30 (SE?=?.10)). Multivariate models studying individual language outcomes provided consistent results, both for genomic and non-genomic influences. Conclusions Genetically encoded processes linking gross motor behaviour in young infants to self-care/symbolic actions in older infants are different from those linking self-care/symbolic actions to emerging language abilities. These findings are consistent with a developmental cascade where motor control enables children to engage in novel social interactions, but children's social learning abilities foster language development. En ligne : https://doi.org/10.1111/jcpp.70021 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=577 [article] Developing language in a developing body: genetic associations of infant gross motor behaviour and self-care/symbolic actions with emerging language abilities [texte imprimé] / Ellen VERHOEF, Auteur ; Lucía DE HOYOS, Auteur ; Fenja SCHLAG, Auteur ; Jeffrey VAN DER VEN, Auteur ; Mitchell OLISLAGERS, Auteur ; Philip S. DALE, Auteur ; Evan KIDD, Auteur ; Simon E. FISHER, Auteur ; Beate ST POURCAIN, Auteur . - p.41-54. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 67-1 (January 2026) . - p.41-54 Mots-clés : ALSPAC  development  genetics Index. décimale : PER Périodiques Résumé : Background Mastering gross motor abilities in early infancy and culturally defined actions (e.g. self-care routines) in late infancy can initiate cascading developmental changes that affect language learning. Here, we adopt a genetic perspective to investigate underlying processes, implicating either shared or ?gateway? mechanisms, where the latter enable children to interact with their environment. Methods Selecting heritable traits (h2, heritability), we studied infant gross motor (6?months) and self-care/symbolic (15?months) skills as predictors of 10 language outcomes (15?38?months) in genotyped children from the Avon Longitudinal Study of Parents and Children (N?≤?7,017). Language measures were combined into three interrelated language factors (LF) using structural equation modeling (SEM), corresponding to largely different age windows (LF15M, LF24M, LF38M, 51.3% total explained variance). Developmental genomic and non-genomic relationships across measures were dissected with Cholesky decompositions using genetic-relationship-matrix structural equation modeling (GRM-SEM) as part of a multivariate approach. Results Gross motor abilities at 6?months (h2?=?0.18 (SE?=?.06)) and self-care/symbolic actions at 15?months (h2?=?0.18 (SE?=?.06)) were modestly heritable, as well as the three derived language factor scores (LFS15M-h2?=?0.12 (SE?=?.05), LFS24M-h2?=?0.21 (SE?=?.06), LFS38M-h2?=?0.17 (SE?=?.05)), enabling genetic analyses. Developmental genetic models (GRM-SEM) showed that gross motor abilities (6?months) share genetic influences with self-care/symbolic actions (15?months, factor loading ?; ??=?0.22 (SE?=?.09)), but not with language performance (p?≥?.05). In contrast, genetic influences underlying self-care/symbolic actions, independent of early gross motor skills, were related to all three language factors (LFS15M-??=?0.26 (SE?=?.09), LFS24M-??=?0.28 (SE?=?.10), LFS38M-??=?0.30 (SE?=?.10)). Multivariate models studying individual language outcomes provided consistent results, both for genomic and non-genomic influences. Conclusions Genetically encoded processes linking gross motor behaviour in young infants to self-care/symbolic actions in older infants are different from those linking self-care/symbolic actions to emerging language abilities. These findings are consistent with a developmental cascade where motor control enables children to engage in novel social interactions, but children's social learning abilities foster language development. En ligne : https://doi.org/10.1111/jcpp.70021 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=577

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 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] / 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

Language Differences at 12 Months in Infants Who Develop Autism Spectrum Disorder / DeWayne C. LAZENBY in Journal of Autism and Developmental Disorders, 46-3 (March 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.899-909 Titre : Language Differences at 12 Months in Infants Who Develop Autism Spectrum Disorder Type de document : texte imprimé Auteurs : DeWayne C. LAZENBY, Auteur ; Georgios D. SIDERIDIS, Auteur ; Noelle HUNTINGTON, Auteur ; Matthew PRANTE, Auteur ; Philip S. DALE, Auteur ; Suzanne CURTIN, Auteur ; Lisa HENKEL, Auteur ; Jana M. IVERSON, Auteur ; Leslie J. CARVER, Auteur ; Karen R. DOBKINS, Auteur ; Natacha AKSHOOMOFF, Auteur ; Daina M. TAGAVI, Auteur ; Charles A. NELSON, Auteur ; Helen TAGER-FLUSBERG, Auteur Article en page(s) : p.899-909 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder (ASD)  Expressive/receptive vocabulary  Item response theory  Infant-sibling  MacArthur-Bates Communicative Developmental Inventories (CDI) Index. décimale : PER Périodiques Résumé : Little is known about early language development in infants who later develop autism spectrum disorder (ASD). We analyzed prospective data from 346 infants, some of whom were at high risk for developing ASD, to determine if language differences could be detected at 12 months of age in the infants who later were diagnosed with ASD. Analyses revealed lower receptive and expressive language scores in infants who later were diagnosed with ASD. Controlling for overall ability to understand and produce single words, a Rasch analysis indicated that infants who later developed ASD had a higher degree of statistically unexpected word understanding and production. At 12 months of age, quantitative and qualitative language patterns distinguished infants who later developed ASD from those who did not. En ligne : http://dx.doi.org/10.1007/s10803-015-2632-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281 [article] Language Differences at 12 Months in Infants Who Develop Autism Spectrum Disorder [texte imprimé] / DeWayne C. LAZENBY, Auteur ; Georgios D. SIDERIDIS, Auteur ; Noelle HUNTINGTON, Auteur ; Matthew PRANTE, Auteur ; Philip S. DALE, Auteur ; Suzanne CURTIN, Auteur ; Lisa HENKEL, Auteur ; Jana M. IVERSON, Auteur ; Leslie J. CARVER, Auteur ; Karen R. DOBKINS, Auteur ; Natacha AKSHOOMOFF, Auteur ; Daina M. TAGAVI, Auteur ; Charles A. NELSON, Auteur ; Helen TAGER-FLUSBERG, Auteur . - p.899-909. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.899-909 Mots-clés : Autism spectrum disorder (ASD)  Expressive/receptive vocabulary  Item response theory  Infant-sibling  MacArthur-Bates Communicative Developmental Inventories (CDI) Index. décimale : PER Périodiques Résumé : Little is known about early language development in infants who later develop autism spectrum disorder (ASD). We analyzed prospective data from 346 infants, some of whom were at high risk for developing ASD, to determine if language differences could be detected at 12 months of age in the infants who later were diagnosed with ASD. Analyses revealed lower receptive and expressive language scores in infants who later were diagnosed with ASD. Controlling for overall ability to understand and produce single words, a Rasch analysis indicated that infants who later developed ASD had a higher degree of statistically unexpected word understanding and production. At 12 months of age, quantitative and qualitative language patterns distinguished infants who later developed ASD from those who did not. En ligne : http://dx.doi.org/10.1007/s10803-015-2632-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281

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 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] / 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

Reading exposure: a (largely) environmental risk factor with environmentally-mediated effects on reading performance in the primary school years / Nicole HARLAAR in Journal of Child Psychology and Psychiatry, 48-12 (December 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1192–1199 Titre : Reading exposure: a (largely) environmental risk factor with environmentally-mediated effects on reading performance in the primary school years Type de document : texte imprimé Auteurs : Nicole HARLAAR, Auteur ; Philip S. DALE, Auteur ; Robert PLOMIN, Auteur Année de publication : 2007 Article en page(s) : p.1192–1199 Langues : Anglais (eng) Mots-clés : Reading-exposure reading-achievement twins genetics environmental-factors Index. décimale : PER Périodiques Résumé : Background: It is widely believed that there are reciprocal links between reading achievement and reading exposure: children who read more do better at reading, and reading achievement itself promotes reading. We tested the hypotheses that these links arise because children's genetically influenced reading performance is correlated with their leisure-time reading exposure, and reading exposure, in turn, may have an environmentally mediated effect on later reading performance. Method: The sample consisted of 3039 twin pairs from the UK Twins Early Development Study (TEDS). Reading exposure was assessed at age 10 using the Author Recognition Test (ART). Reading performance was assessed at ages 7 and 12 using the Test of Word Reading Efficiency (TOWRE). Results: ART scores were moderately correlated with TOWRE scores at ages 7 and 12. Shared environmental variance in 7-year TOWRE performance accounted for most of the contribution made by 7-year TOWRE scores to the prediction of 10-year ART scores. Genetic influences on ART scores were modest, but this genetic variance almost completely reflected genetic variance in 7-year TOWRE scores. After controlling for genetic and environmental influences that overlapped between 7-year TOWRE and 10-year ART scores, there was evidence for a separate link between 10-year ART and 12-year TOWRE that was due to shared environmental influences. Conclusions: Genetic influences on early reading achievement contribute to later propensities to seek out reading experiences that might, in turn, reciprocally influence reading achievement through shared environmental paths. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01798.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=309 [article] Reading exposure: a (largely) environmental risk factor with environmentally-mediated effects on reading performance in the primary school years [texte imprimé] / Nicole HARLAAR, Auteur ; Philip S. DALE, Auteur ; Robert PLOMIN, Auteur . - 2007 . - p.1192–1199. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1192–1199 Mots-clés : Reading-exposure reading-achievement twins genetics environmental-factors Index. décimale : PER Périodiques Résumé : Background: It is widely believed that there are reciprocal links between reading achievement and reading exposure: children who read more do better at reading, and reading achievement itself promotes reading. We tested the hypotheses that these links arise because children's genetically influenced reading performance is correlated with their leisure-time reading exposure, and reading exposure, in turn, may have an environmentally mediated effect on later reading performance. Method: The sample consisted of 3039 twin pairs from the UK Twins Early Development Study (TEDS). Reading exposure was assessed at age 10 using the Author Recognition Test (ART). Reading performance was assessed at ages 7 and 12 using the Test of Word Reading Efficiency (TOWRE). Results: ART scores were moderately correlated with TOWRE scores at ages 7 and 12. Shared environmental variance in 7-year TOWRE performance accounted for most of the contribution made by 7-year TOWRE scores to the prediction of 10-year ART scores. Genetic influences on ART scores were modest, but this genetic variance almost completely reflected genetic variance in 7-year TOWRE scores. After controlling for genetic and environmental influences that overlapped between 7-year TOWRE and 10-year ART scores, there was evidence for a separate link between 10-year ART and 12-year TOWRE that was due to shared environmental influences. Conclusions: Genetic influences on early reading achievement contribute to later propensities to seek out reading experiences that might, in turn, reciprocally influence reading achievement through shared environmental paths. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01798.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=309

School quality ratings are weak predictors of students' achievement and well-being / Sophie VON STUMM in Journal of Child Psychology and Psychiatry, 62-3 (March 2021)  

Permalink

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

Permalink

Teacher assessments during compulsory education are as reliable, stable and heritable as standardized test scores / Kaili RIMFELD in Journal of Child Psychology and Psychiatry, 60-12 (December 2019)  

Permalink

The developmental origins of genetic factors influencing language and literacy: Associations with early-childhood vocabulary / Ellen VERHOEF in Journal of Child Psychology and Psychiatry, 62-6 (June 2021)  

Permalink

---

1 (1 - 9 / 9) Par page : 25 50 100 200