The effects of life experiences and polygenic risk for depression on the development of positive and negative cognitive biases across adolescence: The CogBIAS hypothesis / Orestis Zavlis ; Sam PARSONS ; Elaine FOX ; Charlotte BOOTH ; Annabel SONGCO ; John Paul Vincent in Development and Psychopathology, 37-1 (February 2025)  

Public ISBD [article]  inDevelopment and Psychopathology > 37-1 (February 2025) . - p.361-370 Titre : The effects of life experiences and polygenic risk for depression on the development of positive and negative cognitive biases across adolescence: The CogBIAS hypothesis : Development and Psychopathology Type de document : Texte imprimé et/ou numérique Auteurs : Orestis Zavlis, Auteur ; Sam PARSONS, Auteur ; Elaine FOX, Auteur ; Charlotte BOOTH, Auteur ; Annabel SONGCO, Auteur ; John Paul Vincent, Auteur Article en page(s) : p.361-370 Langues : Anglais (eng) Mots-clés : Adolescence  cognitive biases  life experiences  polygenic risk scores  psychopathology Index. décimale : PER Périodiques Résumé : The Cognitive Bias (CogBIAS) hypothesis proposes that cognitive biases develop as a function of environmental influences (which determine the valence of biases) and the genetic susceptibility to those influences (which determines the potency of biases). The current study employed a longitudinal, polygenic-by-environment approach to examine the CogBIAS hypothesis. To this end, measures of life experiences and polygenic scores for depression were used to assess the development of memory and interpretation biases in a three-wave sample of adolescents (12-16 years) (N = 337). Using mixed effects modeling, three patterns were revealed. First, positive life experiences (PLEs) were found to diminish negative and enhance positive forms of memory and social interpretation biases. Second, and against expectation, negative life experiences and depression polygenic scores were not associated with any cognitive outcomes, upon adjusting for psychopathology. Finally, and most importantly, the interaction between high polygenic risk and greater PLEs was associated with a stronger positive interpretation bias for social situations. These results provide the first line of polygenic evidence in support of the CogBIAS hypothesis, but also extend this hypothesis by highlighting positive genetic and nuanced environmental influences on the development of cognitive biases across adolescence. En ligne : https://dx.doi.org/10.1017/S0954579423001645 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546 [article] The effects of life experiences and polygenic risk for depression on the development of positive and negative cognitive biases across adolescence: The CogBIAS hypothesis : Development and Psychopathology [Texte imprimé et/ou numérique] / Orestis Zavlis, Auteur ; Sam PARSONS, Auteur ; Elaine FOX, Auteur ; Charlotte BOOTH, Auteur ; Annabel SONGCO, Auteur ; John Paul Vincent, Auteur . - p.361-370. Langues : Anglais (eng) in Development and Psychopathology > 37-1 (February 2025) . - p.361-370 Mots-clés : Adolescence  cognitive biases  life experiences  polygenic risk scores  psychopathology Index. décimale : PER Périodiques Résumé : The Cognitive Bias (CogBIAS) hypothesis proposes that cognitive biases develop as a function of environmental influences (which determine the valence of biases) and the genetic susceptibility to those influences (which determines the potency of biases). The current study employed a longitudinal, polygenic-by-environment approach to examine the CogBIAS hypothesis. To this end, measures of life experiences and polygenic scores for depression were used to assess the development of memory and interpretation biases in a three-wave sample of adolescents (12-16 years) (N = 337). Using mixed effects modeling, three patterns were revealed. First, positive life experiences (PLEs) were found to diminish negative and enhance positive forms of memory and social interpretation biases. Second, and against expectation, negative life experiences and depression polygenic scores were not associated with any cognitive outcomes, upon adjusting for psychopathology. Finally, and most importantly, the interaction between high polygenic risk and greater PLEs was associated with a stronger positive interpretation bias for social situations. These results provide the first line of polygenic evidence in support of the CogBIAS hypothesis, but also extend this hypothesis by highlighting positive genetic and nuanced environmental influences on the development of cognitive biases across adolescence. En ligne : https://dx.doi.org/10.1017/S0954579423001645 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546

---

1 (1 - 1 / 1)