Examining the association between cognitive ability and emotional problems across childhood using a genetically informative design: could there be a causal relationship? / Meredith X. HAN in Journal of Child Psychology and Psychiatry, 66-12 (December 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-12 (December 2025) . - p.1875-1888 Titre : Examining the association between cognitive ability and emotional problems across childhood using a genetically informative design: could there be a causal relationship? Type de document : texte imprimé Auteurs : Meredith X. HAN, Auteur ; Ivan VORONIN, Auteur ; Margherita MALANCHINI, Auteur ; Tom A. MCADAMS, Auteur Article en page(s) : p.1875-1888 Langues : Anglais (eng) Mots-clés : Cognition  internalising disorder  behavioural genetics  longitudinal studies Index. décimale : PER Périodiques Résumé : Background Emotional problems co-occur with difficulties in verbal and nonverbal cognitive ability, yet the pathways underlying their association remain poorly understood: It is unclear whether effects may be causal, and to what extent they may run from cognition to emotion, or vice versa. Methods Our preregistered analyses included 5,124 twin pairs from the Twins Early Development Study (TEDS). At ages 7, 9 and 12, emotional problems were assessed through the strengths and difficulties questionnaire, and cognition was assessed using task-based measures. Cross-lagged models examined the influence of cognition and subdomains of verbal and nonverbal abilities on emotional problems and vice versa, across development. Genetic cross-lagged models examined the effect of cognition on emotional problems and vice versa, after controlling for shared genetic and environmental influence. Results Cross-lagged paths in both directions were observed between cognitive ability and emotional problems (from ?0.11 to ?0.05). Cross-lagged associations that persisted after accounting for common genetic and environmental influences were between nonverbal ability and emotional problems. Higher emotional problems at age 7 predicted lower nonverbal ability at age 9, with 22% of the phenotypic association remaining. This, in turn, predicted greater emotional problems at age 12, with 13% of the association remaining. Conclusions Genetic and environmental factors accounted for a large proportion of the cross-lagged associations. Emotional problems in early childhood could result in a cascade effect, leading to lower nonverbal cognition in middle childhood, which increases the risk of emotional problems in late childhood. These findings highlight the importance of age- and domain-specific interventions. En ligne : https://doi.org/10.1111/jcpp.70008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=573 [article] Examining the association between cognitive ability and emotional problems across childhood using a genetically informative design: could there be a causal relationship? [texte imprimé] / Meredith X. HAN, Auteur ; Ivan VORONIN, Auteur ; Margherita MALANCHINI, Auteur ; Tom A. MCADAMS, Auteur . - p.1875-1888. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-12 (December 2025) . - p.1875-1888 Mots-clés : Cognition  internalising disorder  behavioural genetics  longitudinal studies Index. décimale : PER Périodiques Résumé : Background Emotional problems co-occur with difficulties in verbal and nonverbal cognitive ability, yet the pathways underlying their association remain poorly understood: It is unclear whether effects may be causal, and to what extent they may run from cognition to emotion, or vice versa. Methods Our preregistered analyses included 5,124 twin pairs from the Twins Early Development Study (TEDS). At ages 7, 9 and 12, emotional problems were assessed through the strengths and difficulties questionnaire, and cognition was assessed using task-based measures. Cross-lagged models examined the influence of cognition and subdomains of verbal and nonverbal abilities on emotional problems and vice versa, across development. Genetic cross-lagged models examined the effect of cognition on emotional problems and vice versa, after controlling for shared genetic and environmental influence. Results Cross-lagged paths in both directions were observed between cognitive ability and emotional problems (from ?0.11 to ?0.05). Cross-lagged associations that persisted after accounting for common genetic and environmental influences were between nonverbal ability and emotional problems. Higher emotional problems at age 7 predicted lower nonverbal ability at age 9, with 22% of the phenotypic association remaining. This, in turn, predicted greater emotional problems at age 12, with 13% of the association remaining. Conclusions Genetic and environmental factors accounted for a large proportion of the cross-lagged associations. Emotional problems in early childhood could result in a cascade effect, leading to lower nonverbal cognition in middle childhood, which increases the risk of emotional problems in late childhood. These findings highlight the importance of age- and domain-specific interventions. En ligne : https://doi.org/10.1111/jcpp.70008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=573

Explaining the influence of non-shared environment (NSE) on symptoms of behaviour problems from preschool to adulthood: mind the missing NSE gap / Agnieszka GIDZIELA in Journal of Child Psychology and Psychiatry, 64-5 (May 2023)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 64-5 (May 2023) . - p.747-757 Titre : Explaining the influence of non-shared environment (NSE) on symptoms of behaviour problems from preschool to adulthood: mind the missing NSE gap Type de document : texte imprimé Auteurs : Agnieszka GIDZIELA, Auteur ; Margherita MALANCHINI, Auteur ; Kaili RIMFELD, Auteur ; Andrew MCMILLAN, Auteur ; Angelica RONALD, Auteur ; Essi VIDING, Auteur ; Alison PIKE, Auteur ; Kathryn ASBURY, Auteur ; Thalia C. ELEY, Auteur ; Sophie VON STUMM, Auteur ; Robert PLOMIN, Auteur Article en page(s) : p.747-757 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background Individual differences in symptoms of behaviour problems in childhood and adolescence are not primarily due to nature or nurture - another substantial source of variance is non-shared environment (NSE). However, few specific environmental factors have been found to account for these NSE estimates. This creates a 'missing NSE' gap analogous to the 'missing heritability' gap, which refers to the shortfall in identifying DNA differences responsible for heritability. We assessed the extent to which variance in behaviour problem symptoms during the first two decades of life can be accounted for by measured NSE effects after controlling for genetics and shared environment. Methods The sample included 4,039 pairs of twins in the Twins Early Development Study whose environments and symptoms of behaviour problems were assessed in preschool, childhood, adolescence and early adulthood via parent, teacher and self-reports. Twin-specific environments were assessed via parent-reports, including early life adversity, parental feelings, parental discipline and classroom environment. Multivariate longitudinal twin model-fitting was employed to estimate the variance in behaviour problem symptoms at each age that could be predicted by environmental measures at the previous age. Results On average across childhood, adolescence and adulthood, parent-rated NSE composite measures accounted for 3.4% of the reliable NSE variance (1.0% of the total variance) in parent-rated, symptoms of behaviour problems, 0.5% (0.1%) in teacher-rated symptoms and 0.9% (0.5%) in self-rated symptoms after controlling for genetics, shared environment and error of measurement. Cumulatively across development, our parent-rated NSE measures in preschool, childhood and adolescence predicted 4.7% of the NSE variance (2.0% of the total variance) in parent-rated and 0.3% (0.2%) in self-rated behaviour problem symptoms in adulthood. Conclusions The missing NSE gap between variance explained by measured environments and total NSE variance is large. Home and classroom environments are more likely to influence behaviour problem symptoms via genetics than via NSE. En ligne : https://doi.org/10.1111/jcpp.13729 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501 [article] Explaining the influence of non-shared environment (NSE) on symptoms of behaviour problems from preschool to adulthood: mind the missing NSE gap [texte imprimé] / Agnieszka GIDZIELA, Auteur ; Margherita MALANCHINI, Auteur ; Kaili RIMFELD, Auteur ; Andrew MCMILLAN, Auteur ; Angelica RONALD, Auteur ; Essi VIDING, Auteur ; Alison PIKE, Auteur ; Kathryn ASBURY, Auteur ; Thalia C. ELEY, Auteur ; Sophie VON STUMM, Auteur ; Robert PLOMIN, Auteur . - p.747-757. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 64-5 (May 2023) . - p.747-757 Index. décimale : PER Périodiques Résumé : Background Individual differences in symptoms of behaviour problems in childhood and adolescence are not primarily due to nature or nurture - another substantial source of variance is non-shared environment (NSE). However, few specific environmental factors have been found to account for these NSE estimates. This creates a 'missing NSE' gap analogous to the 'missing heritability' gap, which refers to the shortfall in identifying DNA differences responsible for heritability. We assessed the extent to which variance in behaviour problem symptoms during the first two decades of life can be accounted for by measured NSE effects after controlling for genetics and shared environment. Methods The sample included 4,039 pairs of twins in the Twins Early Development Study whose environments and symptoms of behaviour problems were assessed in preschool, childhood, adolescence and early adulthood via parent, teacher and self-reports. Twin-specific environments were assessed via parent-reports, including early life adversity, parental feelings, parental discipline and classroom environment. Multivariate longitudinal twin model-fitting was employed to estimate the variance in behaviour problem symptoms at each age that could be predicted by environmental measures at the previous age. Results On average across childhood, adolescence and adulthood, parent-rated NSE composite measures accounted for 3.4% of the reliable NSE variance (1.0% of the total variance) in parent-rated, symptoms of behaviour problems, 0.5% (0.1%) in teacher-rated symptoms and 0.9% (0.5%) in self-rated symptoms after controlling for genetics, shared environment and error of measurement. Cumulatively across development, our parent-rated NSE measures in preschool, childhood and adolescence predicted 4.7% of the NSE variance (2.0% of the total variance) in parent-rated and 0.3% (0.2%) in self-rated behaviour problem symptoms in adulthood. Conclusions The missing NSE gap between variance explained by measured environments and total NSE variance is large. Home and classroom environments are more likely to influence behaviour problem symptoms via genetics than via NSE. En ligne : https://doi.org/10.1111/jcpp.13729 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501

Gene–environment interaction using polygenic scores: Do polygenic scores for psychopathology moderate predictions from environmental risk to behavior problems? / Robert PLOMIN in Development and Psychopathology, 34-5 (December 2022)  

Public ISBD [article]  inDevelopment and Psychopathology > 34-5 (December 2022) . - p.1816-1826 Titre : Gene–environment interaction using polygenic scores: Do polygenic scores for psychopathology moderate predictions from environmental risk to behavior problems? Type de document : texte imprimé Auteurs : Robert PLOMIN, Auteur ; Agnieszka GIDZIELA, Auteur ; Margherita MALANCHINI, Auteur ; Sophie VON STUMM, Auteur Article en page(s) : p.1816-1826 Langues : Anglais (eng) Mots-clés : behavior problems  genotype–environment interaction  polygenic scores  twins Index. décimale : PER Périodiques Résumé : The DNA revolution has energized research on interactions between genes and environments (GxE) by creating indices of G (polygenic scores) that are powerful predictors of behavioral traits. Here, we test the extent to which polygenic scores for attention-deficit/hyperactivity disorder and neuroticism moderate associations between parent reports of their children’s environmental risk (E) at ages 3 and 4 and teacher ratings of behavior problems (hyperactivity/inattention, conduct problems, emotional symptoms, and peer relationship problems) at ages 7, 9 and 12. The sampling frame included up to 6687 twins from the Twins Early Development Study. Our analyses focused on relative effect sizes of G, E and GxE in predicting behavior problems. G, E and GxE predicted up to 2%, 2% and 0.4%, respectively, of the variance in externalizing behavior problems (hyperactivity/inattention and conduct problems) across ages 7, 9 and 12, with no clear developmental trends. G and E predictions of emotional symptoms and peer relationship problems were weaker. A quarter (12 of 48) of our tests of GxE were nominally significant (p = .05). Increasing the predictive power of G and E would enhance the search for GxE. En ligne : http://dx.doi.org/10.1017/S0954579422000931 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492 [article] Gene–environment interaction using polygenic scores: Do polygenic scores for psychopathology moderate predictions from environmental risk to behavior problems? [texte imprimé] / Robert PLOMIN, Auteur ; Agnieszka GIDZIELA, Auteur ; Margherita MALANCHINI, Auteur ; Sophie VON STUMM, Auteur . - p.1816-1826. Langues : Anglais (eng) in Development and Psychopathology > 34-5 (December 2022) . - p.1816-1826 Mots-clés : behavior problems  genotype–environment interaction  polygenic scores  twins Index. décimale : PER Périodiques Résumé : The DNA revolution has energized research on interactions between genes and environments (GxE) by creating indices of G (polygenic scores) that are powerful predictors of behavioral traits. Here, we test the extent to which polygenic scores for attention-deficit/hyperactivity disorder and neuroticism moderate associations between parent reports of their children’s environmental risk (E) at ages 3 and 4 and teacher ratings of behavior problems (hyperactivity/inattention, conduct problems, emotional symptoms, and peer relationship problems) at ages 7, 9 and 12. The sampling frame included up to 6687 twins from the Twins Early Development Study. Our analyses focused on relative effect sizes of G, E and GxE in predicting behavior problems. G, E and GxE predicted up to 2%, 2% and 0.4%, respectively, of the variance in externalizing behavior problems (hyperactivity/inattention and conduct problems) across ages 7, 9 and 12, with no clear developmental trends. G and E predictions of emotional symptoms and peer relationship problems were weaker. A quarter (12 of 48) of our tests of GxE were nominally significant (p = .05). Increasing the predictive power of G and E would enhance the search for GxE. En ligne : http://dx.doi.org/10.1017/S0954579422000931 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492

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)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 60-12 (December 2019) . - p.1278-1288 Titre : Teacher assessments during compulsory education are as reliable, stable and heritable as standardized test scores Type de document : texte imprimé Auteurs : Kaili RIMFELD, Auteur ; Margherita MALANCHINI, Auteur ; Laurie J. HANNIGAN, Auteur ; Philip S. DALE, Auteur ; Rebecca ALLEN, Auteur ; Sara A. HART, Auteur ; Robert PLOMIN, Auteur Article en page(s) : p.1278-1288 Langues : Anglais (eng) Mots-clés : Educational achievement  quantitative genetics  standardized exams  teacher assessment  twin models Index. décimale : PER Périodiques Résumé : BACKGROUND: Children in the UK go through rigorous teacher assessments and standardized exams throughout compulsory (elementary and secondary) education, culminating with the GCSE exams (General Certificate of Secondary Education) at the age of 16 and A-level exams (Advanced Certificate of Secondary Education) at the age of 18. These exams are a major tipping point directing young individuals towards different lifelong trajectories. However, little is known about the associations between teacher assessments and exam performance or how well these two measurement approaches predict educational outcomes at the end of compulsory education and beyond. METHODS: The current investigation used the UK-representative Twins Early Development Study (TEDS) sample of over 5,000 twin pairs studied longitudinally from childhood to young adulthood (age 7-18). We used teacher assessment and exam performance across development to investigate, using genetically sensitive designs, the associations between teacher assessment and standardized exam scores, as well as teacher assessments' prediction of exam scores at ages 16 and 18, and university enrolment. RESULTS: Teacher assessments of achievement are as reliable, stable and heritable (~60%) as test scores at every stage of the educational experience. Teacher and test scores correlate strongly phenotypically (r ~ .70) and genetically (genetic correlation ~.80) both contemporaneously and over time. Earlier exam performance accounts for additional variance in standardized exam results (~10%) at age 16, when controlling for teacher assessments. However, exam performance explains less additional variance in later academic success, ~5% for exam grades at 18, and ~3% for university entry, when controlling for teacher assessments. Teacher assessments also predict additional variance in later exam performance and university enrolment, when controlling for previous exam scores. CONCLUSIONS: Teachers can reliably and validly monitor students' progress, abilities and inclinations. High-stakes exams may shift educational experience away from learning towards exam performance. For these reasons, we suggest that teacher assessments could replace some, or all, high-stakes exams. En ligne : http://dx.doi.org/10.1111/jcpp.13070 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=412 [article] Teacher assessments during compulsory education are as reliable, stable and heritable as standardized test scores [texte imprimé] / Kaili RIMFELD, Auteur ; Margherita MALANCHINI, Auteur ; Laurie J. HANNIGAN, Auteur ; Philip S. DALE, Auteur ; Rebecca ALLEN, Auteur ; Sara A. HART, Auteur ; Robert PLOMIN, Auteur . - p.1278-1288. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 60-12 (December 2019) . - p.1278-1288 Mots-clés : Educational achievement  quantitative genetics  standardized exams  teacher assessment  twin models Index. décimale : PER Périodiques Résumé : BACKGROUND: Children in the UK go through rigorous teacher assessments and standardized exams throughout compulsory (elementary and secondary) education, culminating with the GCSE exams (General Certificate of Secondary Education) at the age of 16 and A-level exams (Advanced Certificate of Secondary Education) at the age of 18. These exams are a major tipping point directing young individuals towards different lifelong trajectories. However, little is known about the associations between teacher assessments and exam performance or how well these two measurement approaches predict educational outcomes at the end of compulsory education and beyond. METHODS: The current investigation used the UK-representative Twins Early Development Study (TEDS) sample of over 5,000 twin pairs studied longitudinally from childhood to young adulthood (age 7-18). We used teacher assessment and exam performance across development to investigate, using genetically sensitive designs, the associations between teacher assessment and standardized exam scores, as well as teacher assessments' prediction of exam scores at ages 16 and 18, and university enrolment. RESULTS: Teacher assessments of achievement are as reliable, stable and heritable (~60%) as test scores at every stage of the educational experience. Teacher and test scores correlate strongly phenotypically (r ~ .70) and genetically (genetic correlation ~.80) both contemporaneously and over time. Earlier exam performance accounts for additional variance in standardized exam results (~10%) at age 16, when controlling for teacher assessments. However, exam performance explains less additional variance in later academic success, ~5% for exam grades at 18, and ~3% for university entry, when controlling for teacher assessments. Teacher assessments also predict additional variance in later exam performance and university enrolment, when controlling for previous exam scores. CONCLUSIONS: Teachers can reliably and validly monitor students' progress, abilities and inclinations. High-stakes exams may shift educational experience away from learning towards exam performance. For these reasons, we suggest that teacher assessments could replace some, or all, high-stakes exams. En ligne : http://dx.doi.org/10.1111/jcpp.13070 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=412

The developmental interplay between the p-factor of psychopathology and the g-factor of intelligence from age 7 through 16 years / Sophie VON STUMM in Development and Psychopathology, 36-3 (August 2024)  

Public ISBD [article]  inDevelopment and Psychopathology > 36-3 (August 2024) . - p.1479-1488 Titre : The developmental interplay between the p-factor of psychopathology and the g-factor of intelligence from age 7 through 16 years Type de document : texte imprimé Auteurs : Sophie VON STUMM, Auteur ; Margherita MALANCHINI, Auteur ; Helen L. FISHER, Auteur Article en page(s) : p.1479-1488 Langues : Anglais (eng) Mots-clés : adolescence  childhood  cross-lagged twin model  intelligence  p-factor Index. décimale : PER Périodiques Résumé : Intelligence and mental health are the core pillars of individual adaptation, growth, and opportunity. Here, we charted across childhood and adolescence the developmental interplay between the p-factor of psychopathology, which captures the experience of symptoms across the spectrum of psychiatric disorders, and the g-factor of general intelligence that describes the ability to think, reason, and learn.Our preregistered analyses included 7,433 twin pairs from the Twins Early Development Study (TEDS), who were born 1994 to 1996 in England and Wales. At the ages 7, 9, 12, and 16 years, the twins completed two to four intelligence tests, and multi-informant measures (i.e., self-, parent- and teacher-rated) of psychopathology were collected.Independent of their cross-sectional correlations, p- and g-factors were linked by consistent, bidirectional, and negative cross-lagged paths across childhood and adolescence (from ?.07 to ?.13 with 95% CIs from ?.03 to ?.15). The cross-lagged paths from intelligence to psychopathology were largely due to genetic influences, but the paths from psychopathology to intelligence were driven by environmental factors, and increasingly so with age.Our findings suggest that intelligence and psychopathology are developmentally intertwined due to fluctuating etiological processes. Understanding the interplay of g- and p-factors is key for improving children s developmental outcomes. En ligne : https://dx.doi.org/10.1017/S095457942300069X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539 [article] The developmental interplay between the p-factor of psychopathology and the g-factor of intelligence from age 7 through 16 years [texte imprimé] / Sophie VON STUMM, Auteur ; Margherita MALANCHINI, Auteur ; Helen L. FISHER, Auteur . - p.1479-1488. Langues : Anglais (eng) in Development and Psychopathology > 36-3 (August 2024) . - p.1479-1488 Mots-clés : adolescence  childhood  cross-lagged twin model  intelligence  p-factor Index. décimale : PER Périodiques Résumé : Intelligence and mental health are the core pillars of individual adaptation, growth, and opportunity. Here, we charted across childhood and adolescence the developmental interplay between the p-factor of psychopathology, which captures the experience of symptoms across the spectrum of psychiatric disorders, and the g-factor of general intelligence that describes the ability to think, reason, and learn.Our preregistered analyses included 7,433 twin pairs from the Twins Early Development Study (TEDS), who were born 1994 to 1996 in England and Wales. At the ages 7, 9, 12, and 16 years, the twins completed two to four intelligence tests, and multi-informant measures (i.e., self-, parent- and teacher-rated) of psychopathology were collected.Independent of their cross-sectional correlations, p- and g-factors were linked by consistent, bidirectional, and negative cross-lagged paths across childhood and adolescence (from ?.07 to ?.13 with 95% CIs from ?.03 to ?.15). The cross-lagged paths from intelligence to psychopathology were largely due to genetic influences, but the paths from psychopathology to intelligence were driven by environmental factors, and increasingly so with age.Our findings suggest that intelligence and psychopathology are developmentally intertwined due to fluctuating etiological processes. Understanding the interplay of g- and p-factors is key for improving children s developmental outcomes. En ligne : https://dx.doi.org/10.1017/S095457942300069X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539

Using DNA to predict behaviour problems from preschool to adulthood / Agnieszka GIDZIELA in Journal of Child Psychology and Psychiatry, 63-7 (July 2022)  

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