Chaotic homes and school achievement: a twin study / Ken B. HANSCOMBE in Journal of Child Psychology and Psychiatry, 52-11 (November 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1212-1220 Titre : Chaotic homes and school achievement: a twin study Type de document : texte imprimé Auteurs : Ken B. HANSCOMBE, Auteur ; Claire Margaret Alison HAWORTH, Auteur ; Oliver S.P. DAVIS, Auteur ; Sara R. JAFFEE, Auteur ; Robert PLOMIN, Auteur Année de publication : 2011 Article en page(s) : p.1212-1220 Langues : Anglais (eng) Mots-clés : Gene–environment correlation  household chaos  environmental confusion  home environment  school achievement  twin studies  behavioural genetics Index. décimale : PER Périodiques Résumé : Background:  Chaotic homes predict poor school performance. Given that it is known that genes affect both children’s experience of household chaos and their school achievement, to what extent is the relationship between high levels of noise and environmental confusion in the home, and children’s school performance, mediated by heritable child effects? This is the first study to explore the genetic and environmental pathways between household chaos and academic performance. Method:  Children’s perceptions of family chaos at ages 9 and 12 and their school performance at age 12 were assessed in more than 2,300 twin pairs. The use of child-specific measures in a multivariate genetic analysis made it possible to investigate the genetic and environmental origins of the covariation between children’s experience of chaos in the home and their school achievement. Results:  Children’s experience of family chaos and their school achievement were significantly correlated in the expected negative direction (r = −.26). As expected, shared environmental factors explained a large proportion (63%) of the association. However, genetic factors accounted for a significant proportion (37%) of the association between children’s experience of household chaos and their school performance. Conclusions:  The association between chaotic homes and poor performance in school, previously assumed to be entirely environmental in origin, is in fact partly genetic. How children’s home environment affects their academic achievement is not simply in the direction environment → child → outcome. Instead, genetic factors that influence children’s experience of the disordered home environment also affect how well they do at school. The relationship between the child, their environment and their performance at school is complex: both genetic and environmental factors play a role. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02421.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145 [article] Chaotic homes and school achievement: a twin study [texte imprimé] / Ken B. HANSCOMBE, Auteur ; Claire Margaret Alison HAWORTH, Auteur ; Oliver S.P. DAVIS, Auteur ; Sara R. JAFFEE, Auteur ; Robert PLOMIN, Auteur . - 2011 . - p.1212-1220. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1212-1220 Mots-clés : Gene–environment correlation  household chaos  environmental confusion  home environment  school achievement  twin studies  behavioural genetics Index. décimale : PER Périodiques Résumé : Background:  Chaotic homes predict poor school performance. Given that it is known that genes affect both children’s experience of household chaos and their school achievement, to what extent is the relationship between high levels of noise and environmental confusion in the home, and children’s school performance, mediated by heritable child effects? This is the first study to explore the genetic and environmental pathways between household chaos and academic performance. Method:  Children’s perceptions of family chaos at ages 9 and 12 and their school performance at age 12 were assessed in more than 2,300 twin pairs. The use of child-specific measures in a multivariate genetic analysis made it possible to investigate the genetic and environmental origins of the covariation between children’s experience of chaos in the home and their school achievement. Results:  Children’s experience of family chaos and their school achievement were significantly correlated in the expected negative direction (r = −.26). As expected, shared environmental factors explained a large proportion (63%) of the association. However, genetic factors accounted for a significant proportion (37%) of the association between children’s experience of household chaos and their school performance. Conclusions:  The association between chaotic homes and poor performance in school, previously assumed to be entirely environmental in origin, is in fact partly genetic. How children’s home environment affects their academic achievement is not simply in the direction environment → child → outcome. Instead, genetic factors that influence children’s experience of the disordered home environment also affect how well they do at school. The relationship between the child, their environment and their performance at school is complex: both genetic and environmental factors play a role. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02421.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145

In search of genes associated with risk for psychopathic tendencies in children: a two-stage genome-wide association study of pooled DNA / Essi VIDING in Journal of Child Psychology and Psychiatry, 51-7 (July 2010)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 51-7 (July 2010) . - p.780-788 Titre : In search of genes associated with risk for psychopathic tendencies in children: a two-stage genome-wide association study of pooled DNA Type de document : texte imprimé Auteurs : Essi VIDING, Auteur ; Robert PLOMIN, Auteur ; Oliver S.P. DAVIS, Auteur ; Ken B. HANSCOMBE, Auteur ; Charles J.C. CURTIS, Auteur ; Emma L. MEABURN, Auteur Année de publication : 2010 Article en page(s) : p.780-788 Langues : Anglais (eng) Mots-clés : Antisocial-behaviour psychopathy callous-unemotional-traits genome-wide genetics behavioural-genetics twins Index. décimale : PER Périodiques Résumé : Background: Quantitative genetic data from our group indicates that antisocial behaviour (AB) is strongly heritable when coupled with psychopathic, callous-unemotional (CU) personality traits. We have also demonstrated that the genetic influences for AB and CU overlap considerably. We conducted a genome-wide association scan that capitalises on these findings in an attempt to identify quantitative trait loci (QTLs) that may increase risk for psychopathic tendencies (AB+/CU+). Methods: Teacher ratings at age 7 were used to screen 8374 twins with available DNA samples for individuals that were high vs. low on both AB and CU. In Stage 1, we screened for allele frequency differences in 642,432 autosomal single-nucleotide polymorphisms (SNPs) using the Affymetrix 6.0 GeneChip with pooled DNA for high-scoring (AB+/CU+) versus low-scoring children (N = ∼300/group). In Stage 2, we tested the 3000 most strongly associated SNPs from Stage 1 for association in the same direction in a second sample of high- versus low-scoring children from the same twin study (18% co-twins). Results: Using allele frequencies estimated from pooled DNA, we found suggestive evidence for enrichment of association in the second stage of our two-stage genome-wide association design and focus on reporting the 30 top-ranking SNPs nominally associated with psychopathic tendencies. These SNPs include neurodevelopmental genes such as ROBO2. Conclusions: Although none of the SNPs reached genome-wide statistical significance we have generated a list of SNPs that are potentially associated with psychopathic tendencies, which we believe warrant verification and replication in large independent and clinical samples. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02236.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=101 [article] In search of genes associated with risk for psychopathic tendencies in children: a two-stage genome-wide association study of pooled DNA [texte imprimé] / Essi VIDING, Auteur ; Robert PLOMIN, Auteur ; Oliver S.P. DAVIS, Auteur ; Ken B. HANSCOMBE, Auteur ; Charles J.C. CURTIS, Auteur ; Emma L. MEABURN, Auteur . - 2010 . - p.780-788. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 51-7 (July 2010) . - p.780-788 Mots-clés : Antisocial-behaviour psychopathy callous-unemotional-traits genome-wide genetics behavioural-genetics twins Index. décimale : PER Périodiques Résumé : Background: Quantitative genetic data from our group indicates that antisocial behaviour (AB) is strongly heritable when coupled with psychopathic, callous-unemotional (CU) personality traits. We have also demonstrated that the genetic influences for AB and CU overlap considerably. We conducted a genome-wide association scan that capitalises on these findings in an attempt to identify quantitative trait loci (QTLs) that may increase risk for psychopathic tendencies (AB+/CU+). Methods: Teacher ratings at age 7 were used to screen 8374 twins with available DNA samples for individuals that were high vs. low on both AB and CU. In Stage 1, we screened for allele frequency differences in 642,432 autosomal single-nucleotide polymorphisms (SNPs) using the Affymetrix 6.0 GeneChip with pooled DNA for high-scoring (AB+/CU+) versus low-scoring children (N = ∼300/group). In Stage 2, we tested the 3000 most strongly associated SNPs from Stage 1 for association in the same direction in a second sample of high- versus low-scoring children from the same twin study (18% co-twins). Results: Using allele frequencies estimated from pooled DNA, we found suggestive evidence for enrichment of association in the second stage of our two-stage genome-wide association design and focus on reporting the 30 top-ranking SNPs nominally associated with psychopathic tendencies. These SNPs include neurodevelopmental genes such as ROBO2. Conclusions: Although none of the SNPs reached genome-wide statistical significance we have generated a list of SNPs that are potentially associated with psychopathic tendencies, which we believe warrant verification and replication in large independent and clinical samples. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02236.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=101

Mapping associations of polygenic scores with autistic and ADHD traits in a single city region / Zoe E. REED ; Richard Thomas ; Andy Boyd ; Gareth J. Griffith ; Tim T. Morris ; Dheeraj RAI ; David Manley ; George DAVEY SMITH ; Oliver S.P. DAVIS in Journal of Child Psychology and Psychiatry, 66-2 (February 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-2 (February 2025) . - p.202-213 Titre : Mapping associations of polygenic scores with autistic and ADHD traits in a single city region : Journal of Child Psychology and Psychiatry Type de document : texte imprimé Auteurs : Zoe E. REED, Auteur ; Richard Thomas, Auteur ; Andy Boyd, Auteur ; Gareth J. Griffith, Auteur ; Tim T. Morris, Auteur ; Dheeraj RAI, Auteur ; David Manley, Auteur ; George DAVEY SMITH, Auteur ; Oliver S.P. DAVIS, Auteur Article en page(s) : p.202-213 Langues : Anglais (eng) Mots-clés : Autism  ADHD  polygenic risk score  ALSPAC  spatial Index. décimale : PER Périodiques Résumé : Background The genetic and environmental aetiology of autistic and Attention Deficit Hyperactivity Disorder (ADHD) traits is known to vary spatially, but does this translate into variation in the association of specific common genetic variants? Methods We mapped associations between polygenic scores for autism and ADHD and their respective traits in the Avon Longitudinal Study of Parents and Children (N 4,255 6,165) across the area surrounding Bristol, UK, and compared them to maps of environments associated with the prevalence of autism and ADHD. Results Our results suggest genetic associations vary spatially, with consistent patterns for autistic traits across polygenic scores constructed at different p-value thresholds. Patterns for ADHD traits were more variable across thresholds. We found that the spatial distributions often correlated with known environmental influences. Conclusions These findings shed light on the factors that contribute to the complex interplay between the environment and genetic influences in autistic and ADHD traits. En ligne : https://doi.org/10.1111/jcpp.14047 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=545 [article] Mapping associations of polygenic scores with autistic and ADHD traits in a single city region : Journal of Child Psychology and Psychiatry [texte imprimé] / Zoe E. REED, Auteur ; Richard Thomas, Auteur ; Andy Boyd, Auteur ; Gareth J. Griffith, Auteur ; Tim T. Morris, Auteur ; Dheeraj RAI, Auteur ; David Manley, Auteur ; George DAVEY SMITH, Auteur ; Oliver S.P. DAVIS, Auteur . - p.202-213. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-2 (February 2025) . - p.202-213 Mots-clés : Autism  ADHD  polygenic risk score  ALSPAC  spatial Index. décimale : PER Périodiques Résumé : Background The genetic and environmental aetiology of autistic and Attention Deficit Hyperactivity Disorder (ADHD) traits is known to vary spatially, but does this translate into variation in the association of specific common genetic variants? Methods We mapped associations between polygenic scores for autism and ADHD and their respective traits in the Avon Longitudinal Study of Parents and Children (N 4,255 6,165) across the area surrounding Bristol, UK, and compared them to maps of environments associated with the prevalence of autism and ADHD. Results Our results suggest genetic associations vary spatially, with consistent patterns for autistic traits across polygenic scores constructed at different p-value thresholds. Patterns for ADHD traits were more variable across thresholds. We found that the spatial distributions often correlated with known environmental influences. Conclusions These findings shed light on the factors that contribute to the complex interplay between the environment and genetic influences in autistic and ADHD traits. En ligne : https://doi.org/10.1111/jcpp.14047 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=545

The future of genetics in psychology and psychiatry: microarrays, genome-wide association, and non-coding RNA / Robert PLOMIN in Journal of Child Psychology and Psychiatry, 50-1-2 (January/February 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-1-2 (January/February 2009) . - p.63-71 Titre : The future of genetics in psychology and psychiatry: microarrays, genome-wide association, and non-coding RNA Type de document : texte imprimé Auteurs : Robert PLOMIN, Auteur ; Oliver S.P. DAVIS, Auteur Année de publication : 2009 Article en page(s) : p.63-71 Langues : Anglais (eng) Mots-clés : Microarray genome-wide-association quantitative-trait-loci non-coding-RNA behavioural-genomics Index. décimale : PER Périodiques Résumé : Background: Much of what we thought we knew about genetics needs to be modified in light of recent discoveries. What are the implications of these advances for identifying genes responsible for the high heritability of many behavioural disorders and dimensions in childhood? Methods: Although quantitative genetics such as twin studies will continue to yield important findings, nothing will advance the field as much as identifying the specific genes responsible for heritability. Advances in molecular genetics have been driven by technology, especially DNA microarrays the size of a postage stamp that can genotype a million DNA markers simultaneously. DNA microarrays have led to a dramatic shift in research towards genome-wide association (GWA) studies. The ultimate goal of GWA is to sequence each individual's entire genome, which has begun to happen. Results: GWA studies suggest that for most complex traits and common disorders genetic effects are much smaller than previously considered: The largest effects account for only 1% of the variance of quantitative traits. This finding implies that hundreds of genes are responsible for the heritability of behavioural problems in childhood, and that it will be difficult to identify reliably these genes of small effect. Another discovery with far-reaching implications for future genetic research is the importance of non-coding RNA (DNA transcribed into RNA but not translated into amino acid sequences), which redefines what the word gene means. Non-coding RNA underlines the need for a genome-wide approach that is not limited to the 2% of DNA responsible for specifying the amino acid sequences of proteins. Conclusions: The only safe prediction is that the fast pace of genetic discoveries will continue and will increasingly affect research in child psychology and psychiatry. DNA microarrays will make it possible to use hundreds of genes to predict genetic risk and to use these sets of genes in top-down behavioural genomic research that explores developmental change and continuity, multivariate heterogeneity and co-morbidity, and gene–environment interaction and correlation. A crucial question is whether the prediction of genetic risk will be sufficiently robust to translate into genetically based diagnoses, personalised treatments, and prevention programmes. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.01978.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=694 [article] The future of genetics in psychology and psychiatry: microarrays, genome-wide association, and non-coding RNA [texte imprimé] / Robert PLOMIN, Auteur ; Oliver S.P. DAVIS, Auteur . - 2009 . - p.63-71. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-1-2 (January/February 2009) . - p.63-71 Mots-clés : Microarray genome-wide-association quantitative-trait-loci non-coding-RNA behavioural-genomics Index. décimale : PER Périodiques Résumé : Background: Much of what we thought we knew about genetics needs to be modified in light of recent discoveries. What are the implications of these advances for identifying genes responsible for the high heritability of many behavioural disorders and dimensions in childhood? Methods: Although quantitative genetics such as twin studies will continue to yield important findings, nothing will advance the field as much as identifying the specific genes responsible for heritability. Advances in molecular genetics have been driven by technology, especially DNA microarrays the size of a postage stamp that can genotype a million DNA markers simultaneously. DNA microarrays have led to a dramatic shift in research towards genome-wide association (GWA) studies. The ultimate goal of GWA is to sequence each individual's entire genome, which has begun to happen. Results: GWA studies suggest that for most complex traits and common disorders genetic effects are much smaller than previously considered: The largest effects account for only 1% of the variance of quantitative traits. This finding implies that hundreds of genes are responsible for the heritability of behavioural problems in childhood, and that it will be difficult to identify reliably these genes of small effect. Another discovery with far-reaching implications for future genetic research is the importance of non-coding RNA (DNA transcribed into RNA but not translated into amino acid sequences), which redefines what the word gene means. Non-coding RNA underlines the need for a genome-wide approach that is not limited to the 2% of DNA responsible for specifying the amino acid sequences of proteins. Conclusions: The only safe prediction is that the fast pace of genetic discoveries will continue and will increasingly affect research in child psychology and psychiatry. DNA microarrays will make it possible to use hundreds of genes to predict genetic risk and to use these sets of genes in top-down behavioural genomic research that explores developmental change and continuity, multivariate heterogeneity and co-morbidity, and gene–environment interaction and correlation. A crucial question is whether the prediction of genetic risk will be sufficiently robust to translate into genetically based diagnoses, personalised treatments, and prevention programmes. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.01978.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=694

Where you live matters: visualizing environmental effects on reading attainment / Florina ERBELI ; Zoe E. REED ; Rasheda HAUGHBROOK ; Oliver S.P. DAVIS ; Sara A. HART ; Jeanette E. TAYLOR in Journal of Child Psychology and Psychiatry, 65-6 (June 2024)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 65-6 (June 2024) . - p.798-808 Titre : Where you live matters: visualizing environmental effects on reading attainment Type de document : texte imprimé Auteurs : Florina ERBELI, Auteur ; Zoe E. REED, Auteur ; Rasheda HAUGHBROOK, Auteur ; Oliver S.P. DAVIS, Auteur ; Sara A. HART, Auteur ; Jeanette E. TAYLOR, Auteur Année de publication : 2024 Article en page(s) : p.798-808 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background The way in which socioeconomic status (SES) moderates the etiology of reading attainment has been explored many times, with past work often finding that genetic influences are suppressed under conditions of socioeconomic deprivation and more fully realized under conditions of socioeconomic advantage: a gene-SES interaction. Additionally, past work has pointed toward the presence of gene-location interactions, with the relative influence of genes and environment varying across geographic regions of the same country/state. Method This study investigates the extent to which SES and geographical location interact to moderate the genetic and environmental components of reading attainment. Utilizing data from 2,135 twin pairs in Florida (mean age 13.82 years, range 10.71-17.77), the study operationalized reading attainment as reading comprehension scores from a statewide test and SES as household income. We applied a spatial twin analysis procedure to investigate how twin genetic and environmental estimates vary by geographic location. We then expanded this analysis to explore how the moderating role of SES on said genetic and environmental influences also varied by geographic location. Results A gene-SES interaction was found, with heritability of reading being suppressed in lower- (23%) versus higher-SES homes (78%). The magnitude of the moderating parameters were not consistent by location, however, and ranged from 0.10 to 0.10 for the moderating effect on genetic influences, and from 0.30 to 0.05 for the moderating effect on environmental influences. For smaller areas and those with less socioeconomic variability, the magnitude of the genetic moderating parameter was high, giving rise to more fully realized genetic influences on reading there. Conclusions SES significantly influences reading variability. However, a child's home location matters in both the overall etiology and how strongly SES moderates said etiologies. These results point toward the presence of multiple significant environmental factors that simultaneously, and inseparably, influence the underlying etiology of reading attainment. En ligne : https://doi.org/10.1111/jcpp.13909 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] Where you live matters: visualizing environmental effects on reading attainment [texte imprimé] / Florina ERBELI, Auteur ; Zoe E. REED, Auteur ; Rasheda HAUGHBROOK, Auteur ; Oliver S.P. DAVIS, Auteur ; Sara A. HART, Auteur ; Jeanette E. TAYLOR, Auteur . - 2024 . - p.798-808. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 65-6 (June 2024) . - p.798-808 Index. décimale : PER Périodiques Résumé : Background The way in which socioeconomic status (SES) moderates the etiology of reading attainment has been explored many times, with past work often finding that genetic influences are suppressed under conditions of socioeconomic deprivation and more fully realized under conditions of socioeconomic advantage: a gene-SES interaction. Additionally, past work has pointed toward the presence of gene-location interactions, with the relative influence of genes and environment varying across geographic regions of the same country/state. Method This study investigates the extent to which SES and geographical location interact to moderate the genetic and environmental components of reading attainment. Utilizing data from 2,135 twin pairs in Florida (mean age 13.82 years, range 10.71-17.77), the study operationalized reading attainment as reading comprehension scores from a statewide test and SES as household income. We applied a spatial twin analysis procedure to investigate how twin genetic and environmental estimates vary by geographic location. We then expanded this analysis to explore how the moderating role of SES on said genetic and environmental influences also varied by geographic location. Results A gene-SES interaction was found, with heritability of reading being suppressed in lower- (23%) versus higher-SES homes (78%). The magnitude of the moderating parameters were not consistent by location, however, and ranged from 0.10 to 0.10 for the moderating effect on genetic influences, and from 0.30 to 0.05 for the moderating effect on environmental influences. For smaller areas and those with less socioeconomic variability, the magnitude of the genetic moderating parameter was high, giving rise to more fully realized genetic influences on reading there. Conclusions SES significantly influences reading variability. However, a child's home location matters in both the overall etiology and how strongly SES moderates said etiologies. These results point toward the presence of multiple significant environmental factors that simultaneously, and inseparably, influence the underlying etiology of reading attainment. En ligne : https://doi.org/10.1111/jcpp.13909 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

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