Les bases génétiques et environnementales du comportement social / Nadine FORGET-DUBOIS

Public ISBD in Développement social et émotionnel chez l'enfant et l'adolescent / Jean-Pascal LEMELIN Titre : Les bases génétiques et environnementales du comportement social : Méthodes et enjeux Type de document : Texte imprimé et/ou numérique Auteurs : Nadine FORGET-DUBOIS, Auteur ; Jean-Pascal LEMELIN, Auteur Année de publication : 2012 Importance : p. 20-52 Présentation : ill. Langues : Français (fre) Mots-clés : Jumeaux Index. décimale : SCI-F SCI-F - Psychologie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=231 in Développement social et émotionnel chez l'enfant et l'adolescent / Jean-Pascal LEMELIN Les bases génétiques et environnementales du comportement social : Méthodes et enjeux [Texte imprimé et/ou numérique] / Nadine FORGET-DUBOIS, Auteur ; Jean-Pascal LEMELIN, Auteur . - 2012 . - p. 20-52 : ill. Langues : Français (fre) Mots-clés : Jumeaux Index. décimale : SCI-F SCI-F - Psychologie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=231

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Evidence of gene–environment correlation for peer difficulties: Disruptive behaviors predict early peer relation difficulties in school through genetic effects / Michel BOIVIN in Development and Psychopathology, 25-1 (February 2013)  

Public ISBD [article]  inDevelopment and Psychopathology > 25-1 (February 2013) . - p.79-92 Titre : Evidence of gene–environment correlation for peer difficulties: Disruptive behaviors predict early peer relation difficulties in school through genetic effects Type de document : Texte imprimé et/ou numérique Auteurs : Michel BOIVIN, Auteur ; Mara BRENDGEN, Auteur ; Frank VITARO, Auteur ; Nadine FORGET-DUBOIS, Auteur ; Bei FENG, Auteur ; Richard E. TREMBLAY, Auteur ; Ginette DIONNE, Auteur Article en page(s) : p.79-92 Index. décimale : PER Périodiques Résumé : Early disruptive behaviors, such as aggressive and hyperactive behaviors, known to be influenced by genetic factors, have been found to predict early school peer relation difficulties, such as peer rejection and victimization. However, there is no consensus regarding the developmental processes underlying this predictive association. Genetically informative designs, such as twin studies, are well suited for investigating the underlying genetic and environmental etiology of this association. The main goal of the present study was to examine the possible establishment of an emerging gene–environment correlation linking disruptive behaviors to peer relationship difficulties during the first years of school. Participants were drawn from an ongoing longitudinal study of twins who were assessed with respect to their social behaviors and their peer relation difficulties in kindergarten and in Grade 1 through peer nominations measures and teacher ratings. As predicted, disruptive behaviors were concurrently and predictively associated with peer relation difficulties. Multivariate analyses of these associations indicate that they were mainly accounted for by genetic factors. These results emphasize the need to adopt an early and persistent prevention framework targeting both the child and the peer context to alleviate the establishment of a negative coercive process and its consequences. En ligne : http://dx.doi.org/10.1017/S0954579412000910 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=190 [article] Evidence of gene–environment correlation for peer difficulties: Disruptive behaviors predict early peer relation difficulties in school through genetic effects [Texte imprimé et/ou numérique] / Michel BOIVIN, Auteur ; Mara BRENDGEN, Auteur ; Frank VITARO, Auteur ; Nadine FORGET-DUBOIS, Auteur ; Bei FENG, Auteur ; Richard E. TREMBLAY, Auteur ; Ginette DIONNE, Auteur . - p.79-92. in Development and Psychopathology > 25-1 (February 2013) . - p.79-92 Index. décimale : PER Périodiques Résumé : Early disruptive behaviors, such as aggressive and hyperactive behaviors, known to be influenced by genetic factors, have been found to predict early school peer relation difficulties, such as peer rejection and victimization. However, there is no consensus regarding the developmental processes underlying this predictive association. Genetically informative designs, such as twin studies, are well suited for investigating the underlying genetic and environmental etiology of this association. The main goal of the present study was to examine the possible establishment of an emerging gene–environment correlation linking disruptive behaviors to peer relationship difficulties during the first years of school. Participants were drawn from an ongoing longitudinal study of twins who were assessed with respect to their social behaviors and their peer relation difficulties in kindergarten and in Grade 1 through peer nominations measures and teacher ratings. As predicted, disruptive behaviors were concurrently and predictively associated with peer relation difficulties. Multivariate analyses of these associations indicate that they were mainly accounted for by genetic factors. These results emphasize the need to adopt an early and persistent prevention framework targeting both the child and the peer context to alleviate the establishment of a negative coercive process and its consequences. En ligne : http://dx.doi.org/10.1017/S0954579412000910 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=190

Phenotypic and genetic associations between reading comprehension, decoding skills, and ADHD dimensions: evidence from two population-based studies / Vickie PLOURDE in Journal of Child Psychology and Psychiatry, 56-10 (October 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-10 (October 2015) . - p.1074-1082 Titre : Phenotypic and genetic associations between reading comprehension, decoding skills, and ADHD dimensions: evidence from two population-based studies Type de document : Texte imprimé et/ou numérique Auteurs : Vickie PLOURDE, Auteur ; Michel BOIVIN, Auteur ; Nadine FORGET-DUBOIS, Auteur ; Mara BRENDGEN, Auteur ; Frank VITARO, Auteur ; Cecilia MARINO, Auteur ; Richard T. TREMBLAY, Auteur ; Ginette DIONNE, Auteur Article en page(s) : p.1074-1082 Langues : Anglais (eng) Mots-clés : Reading  decoding  comprehension  inattention  hyperactivity/impulsivity  population-based studies Index. décimale : PER Périodiques Résumé : Background The phenotypic and genetic associations between decoding skills and ADHD dimensions have been documented but less is known about the association with reading comprehension. The aim of the study is to document the phenotypic and genetic associations between reading comprehension and ADHD dimensions of inattention and hyperactivity/impulsivity in early schooling and compare them to those with decoding skills. Methods Data were collected in two population-based samples of twins (Quebec Newborn Twin Study – QNTS) and singletons (Quebec Longitudinal Study of Child Development – QLSCD) totaling ? 2300 children. Reading was assessed with normed measures in second or third grade. Teachers assessed ADHD dimensions in kindergarten and first grade. Results Both decoding and reading comprehension were correlated with ADHD dimensions in a similar way: associations with inattention remained after controlling for the other ADHD dimension, behavior disorder symptoms and nonverbal abilities, whereas associations with hyperactivity/impulsivity did not. Genetic modeling showed that decoding and comprehension largely shared the same genetic etiology at this age and that their associations with inattention were mostly explained by shared genetic influences. Conclusion Both reading comprehension and decoding are uniquely associated with inattention through a shared genetic etiology. En ligne : http://dx.doi.org/10.1111/jcpp.12394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269 [article] Phenotypic and genetic associations between reading comprehension, decoding skills, and ADHD dimensions: evidence from two population-based studies [Texte imprimé et/ou numérique] / Vickie PLOURDE, Auteur ; Michel BOIVIN, Auteur ; Nadine FORGET-DUBOIS, Auteur ; Mara BRENDGEN, Auteur ; Frank VITARO, Auteur ; Cecilia MARINO, Auteur ; Richard T. TREMBLAY, Auteur ; Ginette DIONNE, Auteur . - p.1074-1082. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-10 (October 2015) . - p.1074-1082 Mots-clés : Reading  decoding  comprehension  inattention  hyperactivity/impulsivity  population-based studies Index. décimale : PER Périodiques Résumé : Background The phenotypic and genetic associations between decoding skills and ADHD dimensions have been documented but less is known about the association with reading comprehension. The aim of the study is to document the phenotypic and genetic associations between reading comprehension and ADHD dimensions of inattention and hyperactivity/impulsivity in early schooling and compare them to those with decoding skills. Methods Data were collected in two population-based samples of twins (Quebec Newborn Twin Study – QNTS) and singletons (Quebec Longitudinal Study of Child Development – QLSCD) totaling ? 2300 children. Reading was assessed with normed measures in second or third grade. Teachers assessed ADHD dimensions in kindergarten and first grade. Results Both decoding and reading comprehension were correlated with ADHD dimensions in a similar way: associations with inattention remained after controlling for the other ADHD dimension, behavior disorder symptoms and nonverbal abilities, whereas associations with hyperactivity/impulsivity did not. Genetic modeling showed that decoding and comprehension largely shared the same genetic etiology at this age and that their associations with inattention were mostly explained by shared genetic influences. Conclusion Both reading comprehension and decoding are uniquely associated with inattention through a shared genetic etiology. En ligne : http://dx.doi.org/10.1111/jcpp.12394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269

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