Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
Auteur Stephen A. PETRILL |
Documents disponibles écrits par cet auteur (18)
Faire une suggestion Affiner la recherche
Genetic and environmental influences on the growth of early reading skills / Stephen A. PETRILL in Journal of Child Psychology and Psychiatry, 51-6 (June 2010)
[article]
Titre : Genetic and environmental influences on the growth of early reading skills Type de document : Texte imprimé et/ou numérique Auteurs : Stephen A. PETRILL, Auteur ; Kirby DEATER-DECKARD, Auteur ; Laura M. JUSTICE, Auteur ; Jessica LOGAN, Auteur ; Laurie E. CUTTING, Auteur ; Laura S. DE THORNE, Auteur ; Sara A. HART, Auteur ; Nicole HARLAAR, Auteur ; Lee A. THOMPSON, Auteur ; Christopher SCHATSCHNEIDER, Auteur Année de publication : 2010 Article en page(s) : p.660-667 Langues : Anglais (eng) Mots-clés : Growth reading twin genetics environment Index. décimale : PER Périodiques Résumé : Background: Studies have suggested genetic and environmental influences on overall level of early reading whereas the larger reading literature has shown environmental influences on the rate of growth of early reading skills. This study is the first to examine the genetic and environmental influences on both initial level of performance and rate of subsequent growth in early reading.
Methods: Participants were drawn from the Western Reserve Reading Project, a study of 314 twin pairs based in Ohio. Twins were assessed via three annual home visits during early elementary school. Assessments included word identification, letter identification, pseudoword decoding, expressive vocabulary, phoneme awareness, and rapid naming. Measures were analyzed using latent growth curve modeling.
Results: The heritability of initial performance (latent intercept) ranged from h2 = .38 for word identification to h2 = .72 for rapid naming. Shared environment ranged from c2 = .11 for rapid naming to c2 = .62 for word identification. The heritability of the rate of subsequent growth (latent slope) was statistically significant for rapid naming h2 = .58 and phoneme awareness h2 = .20. Shared environment accounted for nearly 100% of variance in rate of growth for word identification, letter identification and pseudoword decoding, and was statistically significant and large for phoneme awareness (c2 = .80). Genetic variance for rapid naming and phoneme awareness latent slopes overlapped entirely with genetic variance on the intercepts. In contrast, one-third to two-thirds of the shared environmental variance on the slope was independent from the shared environmental variance on the intercept.
Conclusions: Genetic influences were related primarily to those already present at the initial level of performance. In contrast, shared environmental influences affecting rate of growth were both predicted by and independent from initial levels of performance. Results suggested that growth in early reading skills is amenable to family, school, or other environmental influences as reading skills develop.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02204.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=101
in Journal of Child Psychology and Psychiatry > 51-6 (June 2010) . - p.660-667[article] Genetic and environmental influences on the growth of early reading skills [Texte imprimé et/ou numérique] / Stephen A. PETRILL, Auteur ; Kirby DEATER-DECKARD, Auteur ; Laura M. JUSTICE, Auteur ; Jessica LOGAN, Auteur ; Laurie E. CUTTING, Auteur ; Laura S. DE THORNE, Auteur ; Sara A. HART, Auteur ; Nicole HARLAAR, Auteur ; Lee A. THOMPSON, Auteur ; Christopher SCHATSCHNEIDER, Auteur . - 2010 . - p.660-667.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 51-6 (June 2010) . - p.660-667
Mots-clés : Growth reading twin genetics environment Index. décimale : PER Périodiques Résumé : Background: Studies have suggested genetic and environmental influences on overall level of early reading whereas the larger reading literature has shown environmental influences on the rate of growth of early reading skills. This study is the first to examine the genetic and environmental influences on both initial level of performance and rate of subsequent growth in early reading.
Methods: Participants were drawn from the Western Reserve Reading Project, a study of 314 twin pairs based in Ohio. Twins were assessed via three annual home visits during early elementary school. Assessments included word identification, letter identification, pseudoword decoding, expressive vocabulary, phoneme awareness, and rapid naming. Measures were analyzed using latent growth curve modeling.
Results: The heritability of initial performance (latent intercept) ranged from h2 = .38 for word identification to h2 = .72 for rapid naming. Shared environment ranged from c2 = .11 for rapid naming to c2 = .62 for word identification. The heritability of the rate of subsequent growth (latent slope) was statistically significant for rapid naming h2 = .58 and phoneme awareness h2 = .20. Shared environment accounted for nearly 100% of variance in rate of growth for word identification, letter identification and pseudoword decoding, and was statistically significant and large for phoneme awareness (c2 = .80). Genetic variance for rapid naming and phoneme awareness latent slopes overlapped entirely with genetic variance on the intercepts. In contrast, one-third to two-thirds of the shared environmental variance on the slope was independent from the shared environmental variance on the intercept.
Conclusions: Genetic influences were related primarily to those already present at the initial level of performance. In contrast, shared environmental influences affecting rate of growth were both predicted by and independent from initial levels of performance. Results suggested that growth in early reading skills is amenable to family, school, or other environmental influences as reading skills develop.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02204.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=101 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)
[article]
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
in Journal of Child Psychology and Psychiatry > 48-9 (September 2007) . - p.914–922[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 Who is afraid of math? Two sources of genetic variance for mathematical anxiety / Zhe WANG in Journal of Child Psychology and Psychiatry, 55-9 (September 2014)
[article]
Titre : Who is afraid of math? Two sources of genetic variance for mathematical anxiety Type de document : Texte imprimé et/ou numérique Auteurs : Zhe WANG, Auteur ; Sara Ann HART, Auteur ; Yulia KOVAS, Auteur ; Sarah LUKOWSKI, Auteur ; Brooke SODEN, Auteur ; Lee A. THOMPSON, Auteur ; Robert PLOMIN, Auteur ; Gráinne MCLOUGHLIN, Auteur ; Christopher W. BARTLETT, Auteur ; Ian M. LYONS, Auteur ; Stephen A. PETRILL, Auteur Article en page(s) : p.1056-1064 Langues : Anglais (eng) Mots-clés : Mathematical anxiety general anxiety math cognition quantitative genetics Index. décimale : PER Périodiques Résumé : Background Emerging work suggests that academic achievement may be influenced by the management of affect as well as through efficient information processing of task demands. In particular, mathematical anxiety has attracted recent attention because of its damaging psychological effects and potential associations with mathematical problem solving and achievement. This study investigated the genetic and environmental factors contributing to the observed differences in the anxiety people feel when confronted with mathematical tasks. In addition, the genetic and environmental mechanisms that link mathematical anxiety with math cognition and general anxiety were also explored. Methods Univariate and multivariate quantitative genetic models were conducted in a sample of 514 12-year-old twin siblings. Results Genetic factors accounted for roughly 40% of the variation in mathematical anxiety, with the remaining being accounted for by child-specific environmental factors. Multivariate genetic analyses suggested that mathematical anxiety was influenced by the genetic and nonfamilial environmental risk factors associated with general anxiety and additional independent genetic influences associated with math-based problem solving. Conclusions The development of mathematical anxiety may involve not only exposure to negative experiences with mathematics, but also likely involves genetic risks related to both anxiety and math cognition. These results suggest that integrating cognitive and affective domains may be particularly important for mathematics and may extend to other areas of academic achievement. En ligne : http://dx.doi.org/10.1111/jcpp.12224 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238
in Journal of Child Psychology and Psychiatry > 55-9 (September 2014) . - p.1056-1064[article] Who is afraid of math? Two sources of genetic variance for mathematical anxiety [Texte imprimé et/ou numérique] / Zhe WANG, Auteur ; Sara Ann HART, Auteur ; Yulia KOVAS, Auteur ; Sarah LUKOWSKI, Auteur ; Brooke SODEN, Auteur ; Lee A. THOMPSON, Auteur ; Robert PLOMIN, Auteur ; Gráinne MCLOUGHLIN, Auteur ; Christopher W. BARTLETT, Auteur ; Ian M. LYONS, Auteur ; Stephen A. PETRILL, Auteur . - p.1056-1064.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 55-9 (September 2014) . - p.1056-1064
Mots-clés : Mathematical anxiety general anxiety math cognition quantitative genetics Index. décimale : PER Périodiques Résumé : Background Emerging work suggests that academic achievement may be influenced by the management of affect as well as through efficient information processing of task demands. In particular, mathematical anxiety has attracted recent attention because of its damaging psychological effects and potential associations with mathematical problem solving and achievement. This study investigated the genetic and environmental factors contributing to the observed differences in the anxiety people feel when confronted with mathematical tasks. In addition, the genetic and environmental mechanisms that link mathematical anxiety with math cognition and general anxiety were also explored. Methods Univariate and multivariate quantitative genetic models were conducted in a sample of 514 12-year-old twin siblings. Results Genetic factors accounted for roughly 40% of the variation in mathematical anxiety, with the remaining being accounted for by child-specific environmental factors. Multivariate genetic analyses suggested that mathematical anxiety was influenced by the genetic and nonfamilial environmental risk factors associated with general anxiety and additional independent genetic influences associated with math-based problem solving. Conclusions The development of mathematical anxiety may involve not only exposure to negative experiences with mathematics, but also likely involves genetic risks related to both anxiety and math cognition. These results suggest that integrating cognitive and affective domains may be particularly important for mathematics and may extend to other areas of academic achievement. En ligne : http://dx.doi.org/10.1111/jcpp.12224 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238