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

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 et/ou numérique 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 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 et/ou numérique] / 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 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 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

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 et/ou numérique 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 et/ou numérique] / 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)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.339-348 Titre : School quality ratings are weak predictors of students' achievement and well-being Type de document : Texte imprimé et/ou numérique Auteurs : Sophie VON STUMM, Auteur ; Emily SMITH-WOOLLEY, Auteur ; Rosa CHEESMAN, Auteur ; Jean-Baptiste PINGAULT, Auteur ; Kathryn ASBURY, Auteur ; Philip S. DALE, Auteur ; Rebecca ALLEN, Auteur ; Yulia KOVAS, Auteur ; Robert PLOMIN, Auteur Article en page(s) : p.339-348 Langues : Anglais (eng) Mots-clés : Ofsted  School quality  educational achievement  school engagement  well-being Index. décimale : PER Périodiques Résumé : BACKGROUND: In England, all state-funded schools are inspected by an independent government agency, the Office for Standards in Education, Children's Services and Skills (Ofsted). Inspections aim to hold schools accountable and to promote the improvement of education, with the results made available to the public. Ofsted reports intend to index school quality, but their influence on students' individual outcomes has not been previously studied. The aim of the current study was to explore the extent to which school quality, as indexed by Ofsted ratings, is associated with students' educational achievement, well-being and school engagement. METHODS: We use an England population-based sample of 4,391 individuals, for whom school performance at age 11 and GCSE grades at age 16 were accessed from the National Pupil Database, and who completed measures of well-being and school engagement at age 16. RESULTS: We found that Ofsted ratings of secondary school quality accounted for 4% of the variance in students' educational achievement at age 16, which was further reduced to 1% of the variance after we accounted for prior school performance at age 11 and family socioeconomic status. Furthermore, Ofsted ratings were weak predictors of school engagement and student well-being, with an average correlation of .03. CONCLUSION: Our findings suggest that differences in school quality, as indexed by Ofsted ratings, have little relation to students' individual outcomes. Accordingly, our results challenge the usefulness of Ofsted ratings as guides for parents and students when choosing secondary schools. En ligne : http://dx.doi.org/10.1111/jcpp.13276 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 [article] School quality ratings are weak predictors of students' achievement and well-being [Texte imprimé et/ou numérique] / Sophie VON STUMM, Auteur ; Emily SMITH-WOOLLEY, Auteur ; Rosa CHEESMAN, Auteur ; Jean-Baptiste PINGAULT, Auteur ; Kathryn ASBURY, Auteur ; Philip S. DALE, Auteur ; Rebecca ALLEN, Auteur ; Yulia KOVAS, Auteur ; Robert PLOMIN, Auteur . - p.339-348. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.339-348 Mots-clés : Ofsted  School quality  educational achievement  school engagement  well-being Index. décimale : PER Périodiques Résumé : BACKGROUND: In England, all state-funded schools are inspected by an independent government agency, the Office for Standards in Education, Children's Services and Skills (Ofsted). Inspections aim to hold schools accountable and to promote the improvement of education, with the results made available to the public. Ofsted reports intend to index school quality, but their influence on students' individual outcomes has not been previously studied. The aim of the current study was to explore the extent to which school quality, as indexed by Ofsted ratings, is associated with students' educational achievement, well-being and school engagement. METHODS: We use an England population-based sample of 4,391 individuals, for whom school performance at age 11 and GCSE grades at age 16 were accessed from the National Pupil Database, and who completed measures of well-being and school engagement at age 16. RESULTS: We found that Ofsted ratings of secondary school quality accounted for 4% of the variance in students' educational achievement at age 16, which was further reduced to 1% of the variance after we accounted for prior school performance at age 11 and family socioeconomic status. Furthermore, Ofsted ratings were weak predictors of school engagement and student well-being, with an average correlation of .03. CONCLUSION: Our findings suggest that differences in school quality, as indexed by Ofsted ratings, have little relation to students' individual outcomes. Accordingly, our results challenge the usefulness of Ofsted ratings as guides for parents and students when choosing secondary schools. En ligne : http://dx.doi.org/10.1111/jcpp.13276 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443

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 / K. 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 / E. VERHOEF in Journal of Child Psychology and Psychiatry, 62-6 (June 2021)  

Permalink

---

1 (1 - 8 / 8)