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

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)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 62-6 (June 2021) . - p.728-738 Titre : The developmental origins of genetic factors influencing language and literacy: Associations with early-childhood vocabulary Type de document : texte imprimé Auteurs : Ellen VERHOEF, Auteur ; Chin Yang SHAPLAND, Auteur ; Simon E. FISHER, Auteur ; Philip S. DALE, Auteur ; Beate ST POURCAIN, Auteur Article en page(s) : p.728-738 Langues : Anglais (eng) Mots-clés : Adolescent  Child  Humans  Language  Language Development  Literacy  Longitudinal Studies  Vocabulary  Alspac  behavioural genetics  language and literacy development Index. décimale : PER Périodiques Résumé : BACKGROUND: The heritability of language and literacy skills increases from early-childhood to adolescence. The underlying mechanisms are little understood and may involve (a) the amplification of genetic influences contributing to early language abilities, and/or (b) the emergence of novel genetic factors (innovation). Here, we investigate the developmental origins of genetic factors influencing mid-childhood/early-adolescent language and literacy. We evaluate evidence for the amplification of early-childhood genetic factors for vocabulary, in addition to genetic innovation processes. METHODS: Expressive and receptive vocabulary scores at 38 months, thirteen language- and literacy-related abilities and nonverbal cognition (7-13 years) were assessed in unrelated children from the Avon Longitudinal Study of Parents and Children (ALSPAC, N(individuals)  ≤ 6,092). We investigated the multivariate genetic architecture underlying early-childhood expressive and receptive vocabulary, and each of 14 mid-childhood/early-adolescent language, literacy or cognitive skills with trivariate structural equation (Cholesky) models as captured by genome-wide genetic relationship matrices. The individual path coefficients of the resulting structural models were finally meta-analysed to evaluate evidence for overarching patterns. RESULTS: We observed little support for the emergence of novel genetic sources for language, literacy or cognitive abilities during mid-childhood or early adolescence. Instead, genetic factors of early-childhood vocabulary, especially those unique to receptive skills, were amplified and represented the majority of genetic variance underlying many of these later complex skills (≤99%). The most predictive early genetic factor accounted for 29.4%(SE = 12.9%) to 45.1%(SE = 7.6%) of the phenotypic variation in verbal intelligence and literacy skills, but also for 25.7%(SE = 6.4%) in performance intelligence, while explaining only a fraction of the phenotypic variation in receptive vocabulary (3.9%(SE = 1.8%)). CONCLUSIONS: Genetic factors contributing to many complex skills during mid-childhood and early adolescence, including literacy, verbal cognition and nonverbal cognition, originate developmentally in early-childhood and are captured by receptive vocabulary. This suggests developmental genetic stability and overarching aetiological mechanisms. En ligne : http://dx.doi.org/10.1111/jcpp.13327 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456 [article] The developmental origins of genetic factors influencing language and literacy: Associations with early-childhood vocabulary [texte imprimé] / Ellen VERHOEF, Auteur ; Chin Yang SHAPLAND, Auteur ; Simon E. FISHER, Auteur ; Philip S. DALE, Auteur ; Beate ST POURCAIN, Auteur . - p.728-738. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 62-6 (June 2021) . - p.728-738 Mots-clés : Adolescent  Child  Humans  Language  Language Development  Literacy  Longitudinal Studies  Vocabulary  Alspac  behavioural genetics  language and literacy development Index. décimale : PER Périodiques Résumé : BACKGROUND: The heritability of language and literacy skills increases from early-childhood to adolescence. The underlying mechanisms are little understood and may involve (a) the amplification of genetic influences contributing to early language abilities, and/or (b) the emergence of novel genetic factors (innovation). Here, we investigate the developmental origins of genetic factors influencing mid-childhood/early-adolescent language and literacy. We evaluate evidence for the amplification of early-childhood genetic factors for vocabulary, in addition to genetic innovation processes. METHODS: Expressive and receptive vocabulary scores at 38 months, thirteen language- and literacy-related abilities and nonverbal cognition (7-13 years) were assessed in unrelated children from the Avon Longitudinal Study of Parents and Children (ALSPAC, N(individuals)  ≤ 6,092). We investigated the multivariate genetic architecture underlying early-childhood expressive and receptive vocabulary, and each of 14 mid-childhood/early-adolescent language, literacy or cognitive skills with trivariate structural equation (Cholesky) models as captured by genome-wide genetic relationship matrices. The individual path coefficients of the resulting structural models were finally meta-analysed to evaluate evidence for overarching patterns. RESULTS: We observed little support for the emergence of novel genetic sources for language, literacy or cognitive abilities during mid-childhood or early adolescence. Instead, genetic factors of early-childhood vocabulary, especially those unique to receptive skills, were amplified and represented the majority of genetic variance underlying many of these later complex skills (≤99%). The most predictive early genetic factor accounted for 29.4%(SE = 12.9%) to 45.1%(SE = 7.6%) of the phenotypic variation in verbal intelligence and literacy skills, but also for 25.7%(SE = 6.4%) in performance intelligence, while explaining only a fraction of the phenotypic variation in receptive vocabulary (3.9%(SE = 1.8%)). CONCLUSIONS: Genetic factors contributing to many complex skills during mid-childhood and early adolescence, including literacy, verbal cognition and nonverbal cognition, originate developmentally in early-childhood and are captured by receptive vocabulary. This suggests developmental genetic stability and overarching aetiological mechanisms. En ligne : http://dx.doi.org/10.1111/jcpp.13327 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456

---

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