Combined polygenic risk scores of different psychiatric traits predict general and specific psychopathology in childhood / Alexander NEUMANN in Journal of Child Psychology and Psychiatry, 63-6 (June 2022)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 63-6 (June 2022) . - p.636-645 Titre : Combined polygenic risk scores of different psychiatric traits predict general and specific psychopathology in childhood Type de document : Texte imprimé et/ou numérique Auteurs : Alexander NEUMANN, Auteur ; Alexia JOLICOEUR-MARTINEAU, Auteur ; Eszter SZEKELY, Auteur ; Hannah M. SALLIS, Auteur ; Kieran O'DONNEL, Auteur ; Celia M. T. GREENWOOD, Auteur ; Robert LEVITAN, Auteur ; Michael J. MEANEY, Auteur ; Ashley WAZANA, Auteur ; Jonathan P. EVANS, Auteur ; Henning TIEMEIER, Auteur Article en page(s) : p.636-645 Langues : Anglais (eng) Mots-clés : Genetics  comorbidity  externalizing disorder  internalizing disorder  meta-analysis  molecular Index. décimale : PER Périodiques Résumé : BACKGROUND: Polygenic risk scores (PRSs) operationalize genetic propensity toward a particular mental disorder and hold promise as early predictors of psychopathology, but before a PRS can be used clinically, explanatory power must be increased and the specificity for a psychiatric domain established. To enable early detection, it is crucial to study these psychometric properties in childhood. We examined whether PRSs associate more with general or with specific psychopathology in school-aged children. Additionally, we tested whether psychiatric PRSs can be combined into a multi-PRS score for improved performance. METHODS: We computed 16 PRSs based on GWASs of psychiatric phenotypes, but also neuroticism and cognitive ability, in mostly adult populations. Study participants were 9,247 school-aged children from three population-based cohorts of the DREAM-BIG consortium: ALSPAC (UK), The Generation R Study (Netherlands), and MAVAN (Canada). We associated each PRS with general and specific psychopathology factors, derived from a bifactor model based on self-report and parental, teacher, and observer reports. After fitting each PRS in separate models, we also tested a multi-PRS model, in which all PRSs are entered simultaneously as predictors of the general psychopathology factor. RESULTS: Seven PRSs were associated with the general psychopathology factor after multiple testing adjustment, two with specific externalizing and five with specific internalizing psychopathology. PRSs predicted general psychopathology independently of each other, with the exception of depression and depressive symptom PRSs. Most PRSs associated with a specific psychopathology domain, were also associated with general child psychopathology. CONCLUSIONS: The results suggest that PRSs based on current GWASs of psychiatric phenotypes tend to be associated with general psychopathology, or both general and specific psychiatric domains, but not with one specific psychopathology domain only. Furthermore, PRSs can be combined to improve predictive ability. PRS users should therefore be conscious of nonspecificity and consider using multiple PRSs simultaneously, when predicting psychiatric disorders. En ligne : http://dx.doi.org/10.1111/jcpp.13501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 [article] Combined polygenic risk scores of different psychiatric traits predict general and specific psychopathology in childhood [Texte imprimé et/ou numérique] / Alexander NEUMANN, Auteur ; Alexia JOLICOEUR-MARTINEAU, Auteur ; Eszter SZEKELY, Auteur ; Hannah M. SALLIS, Auteur ; Kieran O'DONNEL, Auteur ; Celia M. T. GREENWOOD, Auteur ; Robert LEVITAN, Auteur ; Michael J. MEANEY, Auteur ; Ashley WAZANA, Auteur ; Jonathan P. EVANS, Auteur ; Henning TIEMEIER, Auteur . - p.636-645. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 63-6 (June 2022) . - p.636-645 Mots-clés : Genetics  comorbidity  externalizing disorder  internalizing disorder  meta-analysis  molecular Index. décimale : PER Périodiques Résumé : BACKGROUND: Polygenic risk scores (PRSs) operationalize genetic propensity toward a particular mental disorder and hold promise as early predictors of psychopathology, but before a PRS can be used clinically, explanatory power must be increased and the specificity for a psychiatric domain established. To enable early detection, it is crucial to study these psychometric properties in childhood. We examined whether PRSs associate more with general or with specific psychopathology in school-aged children. Additionally, we tested whether psychiatric PRSs can be combined into a multi-PRS score for improved performance. METHODS: We computed 16 PRSs based on GWASs of psychiatric phenotypes, but also neuroticism and cognitive ability, in mostly adult populations. Study participants were 9,247 school-aged children from three population-based cohorts of the DREAM-BIG consortium: ALSPAC (UK), The Generation R Study (Netherlands), and MAVAN (Canada). We associated each PRS with general and specific psychopathology factors, derived from a bifactor model based on self-report and parental, teacher, and observer reports. After fitting each PRS in separate models, we also tested a multi-PRS model, in which all PRSs are entered simultaneously as predictors of the general psychopathology factor. RESULTS: Seven PRSs were associated with the general psychopathology factor after multiple testing adjustment, two with specific externalizing and five with specific internalizing psychopathology. PRSs predicted general psychopathology independently of each other, with the exception of depression and depressive symptom PRSs. Most PRSs associated with a specific psychopathology domain, were also associated with general child psychopathology. CONCLUSIONS: The results suggest that PRSs based on current GWASs of psychiatric phenotypes tend to be associated with general psychopathology, or both general and specific psychiatric domains, but not with one specific psychopathology domain only. Furthermore, PRSs can be combined to improve predictive ability. PRS users should therefore be conscious of nonspecificity and consider using multiple PRSs simultaneously, when predicting psychiatric disorders. En ligne : http://dx.doi.org/10.1111/jcpp.13501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475

Maternal perinatal mental health and offspring academic achievement at age 16: the mediating role of childhood executive function / Rebecca M. PEARSON in Journal of Child Psychology and Psychiatry, 57-4 (April 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-4 (April 2016) . - p.491-501 Titre : Maternal perinatal mental health and offspring academic achievement at age 16: the mediating role of childhood executive function Type de document : Texte imprimé et/ou numérique Auteurs : Rebecca M. PEARSON, Auteur ; Marc H. BORNSTEIN, Auteur ; Miguel CORDERO, Auteur ; Gaia SCERIF, Auteur ; Liam MAHEDY, Auteur ; Jonathan P. EVANS, Auteur ; Abu ABIOYE, Auteur ; Alan STEIN, Auteur Article en page(s) : p.491-501 Langues : Anglais (eng) Mots-clés : ALSPAC  postnatal depression  prenatal anxiety  executive function  academic achievement  math Index. décimale : PER Périodiques Résumé : Background Elucidating risk pathways for under-achieving at school can inform strategies to reduce the number of adolescents leaving school without passing grades in core subjects. Maternal depression can compromise the quality of parental care and is associated with multiple negative child outcomes. However, only a few small studies have investigated the association between perinatal maternal depression and poor academic achievement in adolescence. The pathways to explain the risks are also unclear. Method Prospective observational data from 5,801 parents and adolescents taking part in a large UK population cohort (Avon-Longitudinal-Study-of-Parents-and-Children) were used to test associations between maternal and paternal depression and anxiety in the perinatal period, executive function (EF) at age 8, and academic achievement at the end of compulsory school at age 16. Results Adolescents of postnatally depressed mothers were 1.5 times (1.19, 1.94, p = .001) as likely as adolescents of nondepressed mothers to fail to achieve a ‘pass’ grade in math; antenatal anxiety was also an independent predictor of poor math. Disruption in different components of EF explained small but significant proportions of these associations: attentional control explained 16% (4%, 27%, p < .001) of the association with postnatal depression, and working memory explained 17% (13%, 30%, p = .003) of the association with antenatal anxiety. A similar pattern was seen for language grades, but associations were confounded by maternal education. There was no evidence that paternal factors were independently associated with impaired child EF or adolescent exams. Conclusion Maternal postnatal depression and antenatal anxiety are risk factors for adolescents underachieving in math. Preventing, identifying, and treating maternal mental health in the perinatal period could, therefore, potentially increase adolescents’ academic achievement. Different aspects of EF partially mediated these associations. Further work is needed, but if these pathways are causal, improving EF could reduce underachievement in math. En ligne : http://dx.doi.org/10.1111/jcpp.12483 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285 [article] Maternal perinatal mental health and offspring academic achievement at age 16: the mediating role of childhood executive function [Texte imprimé et/ou numérique] / Rebecca M. PEARSON, Auteur ; Marc H. BORNSTEIN, Auteur ; Miguel CORDERO, Auteur ; Gaia SCERIF, Auteur ; Liam MAHEDY, Auteur ; Jonathan P. EVANS, Auteur ; Abu ABIOYE, Auteur ; Alan STEIN, Auteur . - p.491-501. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-4 (April 2016) . - p.491-501 Mots-clés : ALSPAC  postnatal depression  prenatal anxiety  executive function  academic achievement  math Index. décimale : PER Périodiques Résumé : Background Elucidating risk pathways for under-achieving at school can inform strategies to reduce the number of adolescents leaving school without passing grades in core subjects. Maternal depression can compromise the quality of parental care and is associated with multiple negative child outcomes. However, only a few small studies have investigated the association between perinatal maternal depression and poor academic achievement in adolescence. The pathways to explain the risks are also unclear. Method Prospective observational data from 5,801 parents and adolescents taking part in a large UK population cohort (Avon-Longitudinal-Study-of-Parents-and-Children) were used to test associations between maternal and paternal depression and anxiety in the perinatal period, executive function (EF) at age 8, and academic achievement at the end of compulsory school at age 16. Results Adolescents of postnatally depressed mothers were 1.5 times (1.19, 1.94, p = .001) as likely as adolescents of nondepressed mothers to fail to achieve a ‘pass’ grade in math; antenatal anxiety was also an independent predictor of poor math. Disruption in different components of EF explained small but significant proportions of these associations: attentional control explained 16% (4%, 27%, p < .001) of the association with postnatal depression, and working memory explained 17% (13%, 30%, p = .003) of the association with antenatal anxiety. A similar pattern was seen for language grades, but associations were confounded by maternal education. There was no evidence that paternal factors were independently associated with impaired child EF or adolescent exams. Conclusion Maternal postnatal depression and antenatal anxiety are risk factors for adolescents underachieving in math. Preventing, identifying, and treating maternal mental health in the perinatal period could, therefore, potentially increase adolescents’ academic achievement. Different aspects of EF partially mediated these associations. Further work is needed, but if these pathways are causal, improving EF could reduce underachievement in math. En ligne : http://dx.doi.org/10.1111/jcpp.12483 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285

Recognizing syntactic errors in Chinese and English sentences: Brain electrical activity in Asperger's syndrome / Arthur C. TSAI in Research in Autism Spectrum Disorders, 7-7 (July 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-7 (July 2013) . - p.889-905 Titre : Recognizing syntactic errors in Chinese and English sentences: Brain electrical activity in Asperger's syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Arthur C. TSAI, Auteur ; Alexander N. SAVOSTYANOV, Auteur ; Alan WU, Auteur ; Jonathan P. EVANS, Auteur ; Vincent S. C. CHIEN, Auteur ; Han Hsuan YANG, Auteur ; Dong-Yu YANG, Auteur ; Michelle LIOU, Auteur Article en page(s) : p.889-905 Langues : Anglais (eng) Mots-clés : Asperger syndrome  Speech recognition  EEG  Event-related potentials (ERPs)  Event-related spectral perturbations (ERSPs) Index. décimale : PER Périodiques Résumé : This study investigates electroencephalographic (EEG) oscillatory activity in the brain for bilingual participants with Asperger's syndrome (AS) and bilingual healthy control participants during visual recognition of syntactic errors in traditional Mandarin Chinese (native) and English (foreign) sentences. Reading performance is similar for the two groups in both languages. While reading Mandarin Chinese, the control group showed a left-hemispheric specialization within the 400–600 ms interval in delta synchronization. However, delta synchronizations were widely distributed in all scalp regions and lasted longer than 600 ms in the AS group. One possible interpretation of our data is the hypothesis that the AS group has more difficulty in brain organization of semantic and syntactic processes than the control group when reading their native language, because Chinese syntactic structure requires more work to be done by the perceiver. Nevertheless, other brain mechanisms (e.g., top-down regulation), can partially compensate for this difficulty, allowing AS subjects to attain the same level of response activity as the controls. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] Recognizing syntactic errors in Chinese and English sentences: Brain electrical activity in Asperger's syndrome [Texte imprimé et/ou numérique] / Arthur C. TSAI, Auteur ; Alexander N. SAVOSTYANOV, Auteur ; Alan WU, Auteur ; Jonathan P. EVANS, Auteur ; Vincent S. C. CHIEN, Auteur ; Han Hsuan YANG, Auteur ; Dong-Yu YANG, Auteur ; Michelle LIOU, Auteur . - p.889-905. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-7 (July 2013) . - p.889-905 Mots-clés : Asperger syndrome  Speech recognition  EEG  Event-related potentials (ERPs)  Event-related spectral perturbations (ERSPs) Index. décimale : PER Périodiques Résumé : This study investigates electroencephalographic (EEG) oscillatory activity in the brain for bilingual participants with Asperger's syndrome (AS) and bilingual healthy control participants during visual recognition of syntactic errors in traditional Mandarin Chinese (native) and English (foreign) sentences. Reading performance is similar for the two groups in both languages. While reading Mandarin Chinese, the control group showed a left-hemispheric specialization within the 400–600 ms interval in delta synchronization. However, delta synchronizations were widely distributed in all scalp regions and lasted longer than 600 ms in the AS group. One possible interpretation of our data is the hypothesis that the AS group has more difficulty in brain organization of semantic and syntactic processes than the control group when reading their native language, because Chinese syntactic structure requires more work to be done by the perceiver. Nevertheless, other brain mechanisms (e.g., top-down regulation), can partially compensate for this difficulty, allowing AS subjects to attain the same level of response activity as the controls. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199

The effects of pre- and postnatal depression in fathers: a natural experiment comparing the effects of exposure to depression on offspring / Paul G. RAMCHANDANI in Journal of Child Psychology and Psychiatry, 49-10 (October 2008)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 49-10 (October 2008) . - p.1069-1078 Titre : The effects of pre- and postnatal depression in fathers: a natural experiment comparing the effects of exposure to depression on offspring Type de document : Texte imprimé et/ou numérique Auteurs : Paul G. RAMCHANDANI, Auteur ; Thomas G. O'CONNOR, Auteur ; Lynne MURRAY, Auteur ; Jon HERON, Auteur ; Alan STEIN, Auteur ; Jonathan P. EVANS, Auteur Année de publication : 2008 Article en page(s) : p.1069-1078 Langues : Anglais (eng) Mots-clés : Depression child-behavioural-problems perinatal fathers ALSPAC Index. décimale : PER Périodiques Résumé : Background: Depression in fathers in the postnatal period is associated with an increased risk of behavioural problems in their offspring, particularly for boys. The aim of this study was to examine for differential effects of depression in fathers on children's subsequent psychological functioning via a natural experiment comparing prenatal and postnatal exposure. Methods: In a longitudinal population cohort study (the Avon Longitudinal Study of Parents and Children (ALSPAC)) we examined the associations between depression in fathers measured in the prenatal and postnatal period (measured using the Edinburgh Postnatal Depression Scale), and later behavioural/emotional and psychiatric problems in their children, assessed at ages 3½ and 7 years. Results: Children whose fathers were depressed in both the prenatal and postnatal periods had the highest risks of subsequent psychopathology, measured by total problems at age 3½ years (Odds Ratio 3.55; 95% confidence interval 2.07, 6.08) and psychiatric diagnosis at age 7 years (OR 2.54; 1.19, 5.41). Few differences emerged when prenatal and postnatal depression exposure were directly compared, but when compared to fathers who were not depressed, boys whose fathers had postnatal depression only had higher rates of conduct problems aged 3½ years (OR 2.14; 1.22, 3.72) whereas sons of the prenatal group did not (OR 1.41; .75, 2.65). These associations changed little when controlling for maternal depression and other potential confounding factors. Conclusions: The findings of this study suggest that the increased risk of later conduct problems, seen particularly in the sons of depressed fathers, maybe partly mediated through environmental means. In addition, children whose fathers are more chronically depressed appear to be at a higher risk of emotional and behavioural problems. Efforts to identify the precise mechanisms by which transmission of risk may occur should be encouraged to enable the development of focused interventions to mitigate risks for young children. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02000.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=607 [article] The effects of pre- and postnatal depression in fathers: a natural experiment comparing the effects of exposure to depression on offspring [Texte imprimé et/ou numérique] / Paul G. RAMCHANDANI, Auteur ; Thomas G. O'CONNOR, Auteur ; Lynne MURRAY, Auteur ; Jon HERON, Auteur ; Alan STEIN, Auteur ; Jonathan P. EVANS, Auteur . - 2008 . - p.1069-1078. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 49-10 (October 2008) . - p.1069-1078 Mots-clés : Depression child-behavioural-problems perinatal fathers ALSPAC Index. décimale : PER Périodiques Résumé : Background: Depression in fathers in the postnatal period is associated with an increased risk of behavioural problems in their offspring, particularly for boys. The aim of this study was to examine for differential effects of depression in fathers on children's subsequent psychological functioning via a natural experiment comparing prenatal and postnatal exposure. Methods: In a longitudinal population cohort study (the Avon Longitudinal Study of Parents and Children (ALSPAC)) we examined the associations between depression in fathers measured in the prenatal and postnatal period (measured using the Edinburgh Postnatal Depression Scale), and later behavioural/emotional and psychiatric problems in their children, assessed at ages 3½ and 7 years. Results: Children whose fathers were depressed in both the prenatal and postnatal periods had the highest risks of subsequent psychopathology, measured by total problems at age 3½ years (Odds Ratio 3.55; 95% confidence interval 2.07, 6.08) and psychiatric diagnosis at age 7 years (OR 2.54; 1.19, 5.41). Few differences emerged when prenatal and postnatal depression exposure were directly compared, but when compared to fathers who were not depressed, boys whose fathers had postnatal depression only had higher rates of conduct problems aged 3½ years (OR 2.14; 1.22, 3.72) whereas sons of the prenatal group did not (OR 1.41; .75, 2.65). These associations changed little when controlling for maternal depression and other potential confounding factors. Conclusions: The findings of this study suggest that the increased risk of later conduct problems, seen particularly in the sons of depressed fathers, maybe partly mediated through environmental means. In addition, children whose fathers are more chronically depressed appear to be at a higher risk of emotional and behavioural problems. Efforts to identify the precise mechanisms by which transmission of risk may occur should be encouraged to enable the development of focused interventions to mitigate risks for young children. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02000.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=607

The timing of maternal depressive symptoms and child cognitive development: a longitudinal study / Jonathan P. EVANS in Journal of Child Psychology and Psychiatry, 53-6 (June 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-6 (June 2012) . - p.632–640 Titre : The timing of maternal depressive symptoms and child cognitive development: a longitudinal study Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan P. EVANS, Auteur ; Roberto MELOTTI, Auteur ; Jon HERON, Auteur ; Paul G. RAMCHANDANI, Auteur ; Nicola WILES, Auteur ; Lynne MURRAY, Auteur ; Alan STEIN, Auteur Année de publication : 2012 Article en page(s) : p.632–640 Langues : Anglais (eng) Mots-clés : Perinatal  maternal depression  child development  depression  intelligence Index. décimale : PER Périodiques Résumé : Background:  Maternal depression is known to be associated with impairments in child cognitive development, although the effect of timing of exposure to maternal depression is unclear. Methods:  Data collected for the Avon Longitudinal Study of Parents and Children, a longitudinal study beginning in pregnancy, included self-report measures of maternal depression the Edinburgh Postnatal Depression Scale, completed on 6 occasions up to 3 years of age, and IQ of the index child (WISC) measured at aged 8 years. We used these data to assign women to 8 groups according to whether depression occurred in the antenatal, postnatal, preschool period, any combination of these times, or not at all. We compared a model comprising all patterns of depression (saturated model) with models nested within this to test whether there is a relationship between depression and child cognitive development and, if so, whether there is a sensitive period. We then investigated the relationship with child IQ for each model, following adjustment for confounders. Results:  Six thousand seven hundred and thirty-five of 13,615 children from singleton births (49.5%, of eligible core sample) attended a research clinic at 8 years and completed a WISC with a score ≥ 70. A total of 5,029 mothers of these children had completed mood assessments over the 3 time periods. In unadjusted analyses, all three sensitive period models were as good as the saturated model, as was an accumulation model. Of the sensitive period models, only that for antenatal exposure was a consistently better fit than the accumulation model. After multiple imputation for missing data (to n = 6,735), there was no effect of postnatal depression on child IQ independent of depression at other times [−0.19 IQ points, 95% confidence interval (CI) −1.5 to 1.1 points]. There was an effect of antenatal depression (−3.19 IQ points, 95% CI: −4.33 to −2.06) which attenuated following adjustment (−0.64 IQ points, 95% CI: −1.68 to 0.40). Conclusions:  The postnatal period is not a sensitive one for the effect of maternal depression on child cognitive development. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02513.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=157 [article] The timing of maternal depressive symptoms and child cognitive development: a longitudinal study [Texte imprimé et/ou numérique] / Jonathan P. EVANS, Auteur ; Roberto MELOTTI, Auteur ; Jon HERON, Auteur ; Paul G. RAMCHANDANI, Auteur ; Nicola WILES, Auteur ; Lynne MURRAY, Auteur ; Alan STEIN, Auteur . - 2012 . - p.632–640. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-6 (June 2012) . - p.632–640 Mots-clés : Perinatal  maternal depression  child development  depression  intelligence Index. décimale : PER Périodiques Résumé : Background:  Maternal depression is known to be associated with impairments in child cognitive development, although the effect of timing of exposure to maternal depression is unclear. Methods:  Data collected for the Avon Longitudinal Study of Parents and Children, a longitudinal study beginning in pregnancy, included self-report measures of maternal depression the Edinburgh Postnatal Depression Scale, completed on 6 occasions up to 3 years of age, and IQ of the index child (WISC) measured at aged 8 years. We used these data to assign women to 8 groups according to whether depression occurred in the antenatal, postnatal, preschool period, any combination of these times, or not at all. We compared a model comprising all patterns of depression (saturated model) with models nested within this to test whether there is a relationship between depression and child cognitive development and, if so, whether there is a sensitive period. We then investigated the relationship with child IQ for each model, following adjustment for confounders. Results:  Six thousand seven hundred and thirty-five of 13,615 children from singleton births (49.5%, of eligible core sample) attended a research clinic at 8 years and completed a WISC with a score ≥ 70. A total of 5,029 mothers of these children had completed mood assessments over the 3 time periods. In unadjusted analyses, all three sensitive period models were as good as the saturated model, as was an accumulation model. Of the sensitive period models, only that for antenatal exposure was a consistently better fit than the accumulation model. After multiple imputation for missing data (to n = 6,735), there was no effect of postnatal depression on child IQ independent of depression at other times [−0.19 IQ points, 95% confidence interval (CI) −1.5 to 1.1 points]. There was an effect of antenatal depression (−3.19 IQ points, 95% CI: −4.33 to −2.06) which attenuated following adjustment (−0.64 IQ points, 95% CI: −1.68 to 0.40). Conclusions:  The postnatal period is not a sensitive one for the effect of maternal depression on child cognitive development. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02513.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=157

---

1 (1 - 5 / 5)