Annual Research Review: Towards a deeper understanding of nature and nurture: combining family-based quasi-experimental methods with genomic data / Tom A. MCADAMS in Journal of Child Psychology and Psychiatry, 64-4 (April 2023)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 64-4 (April 2023) . - p.693-707 Titre : Annual Research Review: Towards a deeper understanding of nature and nurture: combining family-based quasi-experimental methods with genomic data Type de document : Texte imprimé et/ou numérique Auteurs : Tom A. MCADAMS, Auteur ; Rosa CHEESMAN, Auteur ; Yasmin I. AHMADZADEH, Auteur Article en page(s) : p.693-707 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Distinguishing between the effects of nature and nurture constitutes a major research goal for those interested in understanding human development. It is known, for example, that many parent traits predict mental health outcomes in children, but the causal processes underlying such associations are often unclear. Family-based quasi-experimental designs such as sibling comparison, adoption and extended family studies have been used for decades to distinguish the genetic transmission of risk from the environmental effects family members potentially have on one another. Recently, these designs have been combined with genomic data, and this combination is fuelling a range of exciting methodological advances. In this review we explore these advances - highlighting the ways in which they have been applied to date and considering what they are likely to teach us in the coming years about the aetiology and intergenerational transmission of psychopathology. En ligne : https://doi.org/10.1111/jcpp.13720 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501 [article] Annual Research Review: Towards a deeper understanding of nature and nurture: combining family-based quasi-experimental methods with genomic data [Texte imprimé et/ou numérique] / Tom A. MCADAMS, Auteur ; Rosa CHEESMAN, Auteur ; Yasmin I. AHMADZADEH, Auteur . - p.693-707. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 64-4 (April 2023) . - p.693-707 Index. décimale : PER Périodiques Résumé : Distinguishing between the effects of nature and nurture constitutes a major research goal for those interested in understanding human development. It is known, for example, that many parent traits predict mental health outcomes in children, but the causal processes underlying such associations are often unclear. Family-based quasi-experimental designs such as sibling comparison, adoption and extended family studies have been used for decades to distinguish the genetic transmission of risk from the environmental effects family members potentially have on one another. Recently, these designs have been combined with genomic data, and this combination is fuelling a range of exciting methodological advances. In this review we explore these advances - highlighting the ways in which they have been applied to date and considering what they are likely to teach us in the coming years about the aetiology and intergenerational transmission of psychopathology. En ligne : https://doi.org/10.1111/jcpp.13720 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501

How interactions between ADHD and schools affect educational achievement: a family-based genetically sensitive study / Rosa CHEESMAN in Journal of Child Psychology and Psychiatry, 63-10 (October 2022)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 63-10 (October 2022) . - p.1174-1185 Titre : How interactions between ADHD and schools affect educational achievement: a family-based genetically sensitive study Type de document : Texte imprimé et/ou numérique Auteurs : Rosa CHEESMAN, Auteur ; Espen M. EILERTSEN, Auteur ; Ziada AYORECH, Auteur ; Nicolai T. BORGEN, Auteur ; Ole A. ANDREASSEN, Auteur ; Henrik LARSSON, Auteur ; Henrik ZACHRISSON, Auteur ; Fartein A. TORVIK, Auteur ; Eivind YSTROM, Auteur Année de publication : 2022 Article en page(s) : p.1174-1185 Langues : Anglais (eng) Mots-clés : Academic Success  Attention Deficit Disorder with Hyperactivity/diagnosis/epidemiology/genetics  Cohort Studies  Educational Status  Humans  Schools  Adhd  gene-environment interaction  genetics  school  school performance Index. décimale : PER Périodiques Résumé : BACKGROUND: Children with ADHD tend to achieve less than their peers in school. It is unknown whether schools moderate this association. Nonrandom selection of children into schools related to variations in their ADHD risk poses a methodological problem. METHODS: We linked data on ADHD symptoms of inattention and hyperactivity and parent-child ADHD polygenic scores (PGS) from the Norwegian Mother, Father, and Child Cohort Study (MoBa) to achievement in standardised tests and school identifiers. We estimated interactions of schools with individual differences between students in inattention, hyperactivity, and ADHD-PGS using multilevel models with random slopes for ADHD effects on achievement over schools. In our PGS analyses, we adjust for parental selection of schools by adjusting for parental ADHD-PGS (a within-family PGS design). We then tested whether five school sociodemographic measures explained any interactions. RESULTS: Analysis of up to 23,598 students attending 2,579 schools revealed interactions between school and ADHD effects on achievement. The variability between schools in the effects of inattention, hyperactivity and within-family ADHD-PGS on achievement was 0.08, 0.07 and 0.05 SDs, respectively. For example, the average effect of inattention on achievement wasÎ2=-0.23 (SE=0.009), but in 2.5% of schools with the weakest effects, the value was -0.07 or less. ADHD has a weaker effect on achievement in higher-performing schools. Schools make more of a difference to the achievements of students with higher levels of ADHD, explaining over four times as much variance in achievement for those with high versus average inattention symptoms. School sociodemographic measures could not explain the ADHD-by-school interactions. CONCLUSIONS: Although ADHD symptoms and genetic risk tend to hinder achievement, schools where their effects are weaker do exist. Differences between schools in support for children with ADHD should be evened out. En ligne : http://dx.doi.org/10.1111/jcpp.13656 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] How interactions between ADHD and schools affect educational achievement: a family-based genetically sensitive study [Texte imprimé et/ou numérique] / Rosa CHEESMAN, Auteur ; Espen M. EILERTSEN, Auteur ; Ziada AYORECH, Auteur ; Nicolai T. BORGEN, Auteur ; Ole A. ANDREASSEN, Auteur ; Henrik LARSSON, Auteur ; Henrik ZACHRISSON, Auteur ; Fartein A. TORVIK, Auteur ; Eivind YSTROM, Auteur . - 2022 . - p.1174-1185. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 63-10 (October 2022) . - p.1174-1185 Mots-clés : Academic Success  Attention Deficit Disorder with Hyperactivity/diagnosis/epidemiology/genetics  Cohort Studies  Educational Status  Humans  Schools  Adhd  gene-environment interaction  genetics  school  school performance Index. décimale : PER Périodiques Résumé : BACKGROUND: Children with ADHD tend to achieve less than their peers in school. It is unknown whether schools moderate this association. Nonrandom selection of children into schools related to variations in their ADHD risk poses a methodological problem. METHODS: We linked data on ADHD symptoms of inattention and hyperactivity and parent-child ADHD polygenic scores (PGS) from the Norwegian Mother, Father, and Child Cohort Study (MoBa) to achievement in standardised tests and school identifiers. We estimated interactions of schools with individual differences between students in inattention, hyperactivity, and ADHD-PGS using multilevel models with random slopes for ADHD effects on achievement over schools. In our PGS analyses, we adjust for parental selection of schools by adjusting for parental ADHD-PGS (a within-family PGS design). We then tested whether five school sociodemographic measures explained any interactions. RESULTS: Analysis of up to 23,598 students attending 2,579 schools revealed interactions between school and ADHD effects on achievement. The variability between schools in the effects of inattention, hyperactivity and within-family ADHD-PGS on achievement was 0.08, 0.07 and 0.05 SDs, respectively. For example, the average effect of inattention on achievement wasÎ2=-0.23 (SE=0.009), but in 2.5% of schools with the weakest effects, the value was -0.07 or less. ADHD has a weaker effect on achievement in higher-performing schools. Schools make more of a difference to the achievements of students with higher levels of ADHD, explaining over four times as much variance in achievement for those with high versus average inattention symptoms. School sociodemographic measures could not explain the ADHD-by-school interactions. CONCLUSIONS: Although ADHD symptoms and genetic risk tend to hinder achievement, schools where their effects are weaker do exist. Differences between schools in support for children with ADHD should be evened out. En ligne : http://dx.doi.org/10.1111/jcpp.13656 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

On the importance of parenting in externalizing disorders: an evaluation of indirect genetic effects in families / Espen M. EILERTSEN in Journal of Child Psychology and Psychiatry, 63-10 (October 2022)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 63-10 (October 2022) . - p.1186-1195 Titre : On the importance of parenting in externalizing disorders: an evaluation of indirect genetic effects in families Type de document : Texte imprimé et/ou numérique Auteurs : Espen M. EILERTSEN, Auteur ; Rosa CHEESMAN, Auteur ; Ziada AYORECH, Auteur ; Espen RØYSAMB, Auteur ; Jean-Baptiste PINGAULT, Auteur ; Pål R. NJØLSTAD, Auteur ; Ole A. ANDREASSEN, Auteur ; Alexandra HAVDAHL, Auteur ; Tom A. MCADAMS, Auteur ; Fartein A. TORVIK, Auteur ; Eivind YSTRØM, Auteur Année de publication : 2022 Article en page(s) : p.1186-1195 Langues : Anglais (eng) Mots-clés : Child  Cohort Studies  Humans  Parenting  Parents  Problem Behavior  Externalizing disorders  MoBa  gene-environment correlation  indirect genetic effects  parenting Index. décimale : PER Périodiques Résumé : BACKGROUND: Theoretical models of the development of childhood externalizing disorders emphasize the role of parents. Empirical studies have not been able to identify specific aspects of parental behaviors explaining a considerable proportion of the observed individual differences in externalizing problems. The problem is complicated by the contribution of genetic factors to externalizing problems, as parents provide both genes and environments to their children. We studied the joint contributions of direct genetic effects of children and the indirect genetic effects of parents through the environment on externalizing problems. METHODS: The study used genome-wide single nucleotide polymorphism data from 9,675 parent-offspring trios participating in the Norwegian Mother Father and child cohort study. Based on genomic relatedness matrices, we estimated the contribution of direct genetic effects and indirect maternal and paternal genetic effects on ADHD, conduct and disruptive behaviors at 8years of age. RESULTS: Models including indirect parental genetic effects were preferred for the ADHD symptoms of inattention and hyperactivity, and conduct problems, but not oppositional defiant behaviors. Direct genetic effects accounted for 11% to 24% of the variance, whereas indirect parental genetic effects accounted for 0% to 16% in ADHD symptoms and conduct problems. The correlation between direct and indirect genetic effects, or gene-environment correlations, decreased the variance with 16% and 13% for conduct and inattention problems, and increased the variance with 6% for hyperactivity problems. CONCLUSIONS: This study provides empirical support to the notion that parents have a significant role in the development of childhood externalizing behaviors. The parental contribution to decrease in variation of inattention and conduct problems by gene-environment correlations would limit the number of children reaching clinical ranges in symptoms. Not accounting for indirect parental genetic effects can lead to both positive and negative bias when identifying genetic variants for childhood externalizing behaviors. En ligne : http://dx.doi.org/10.1111/jcpp.13654 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] On the importance of parenting in externalizing disorders: an evaluation of indirect genetic effects in families [Texte imprimé et/ou numérique] / Espen M. EILERTSEN, Auteur ; Rosa CHEESMAN, Auteur ; Ziada AYORECH, Auteur ; Espen RØYSAMB, Auteur ; Jean-Baptiste PINGAULT, Auteur ; Pål R. NJØLSTAD, Auteur ; Ole A. ANDREASSEN, Auteur ; Alexandra HAVDAHL, Auteur ; Tom A. MCADAMS, Auteur ; Fartein A. TORVIK, Auteur ; Eivind YSTRØM, Auteur . - 2022 . - p.1186-1195. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 63-10 (October 2022) . - p.1186-1195 Mots-clés : Child  Cohort Studies  Humans  Parenting  Parents  Problem Behavior  Externalizing disorders  MoBa  gene-environment correlation  indirect genetic effects  parenting Index. décimale : PER Périodiques Résumé : BACKGROUND: Theoretical models of the development of childhood externalizing disorders emphasize the role of parents. Empirical studies have not been able to identify specific aspects of parental behaviors explaining a considerable proportion of the observed individual differences in externalizing problems. The problem is complicated by the contribution of genetic factors to externalizing problems, as parents provide both genes and environments to their children. We studied the joint contributions of direct genetic effects of children and the indirect genetic effects of parents through the environment on externalizing problems. METHODS: The study used genome-wide single nucleotide polymorphism data from 9,675 parent-offspring trios participating in the Norwegian Mother Father and child cohort study. Based on genomic relatedness matrices, we estimated the contribution of direct genetic effects and indirect maternal and paternal genetic effects on ADHD, conduct and disruptive behaviors at 8years of age. RESULTS: Models including indirect parental genetic effects were preferred for the ADHD symptoms of inattention and hyperactivity, and conduct problems, but not oppositional defiant behaviors. Direct genetic effects accounted for 11% to 24% of the variance, whereas indirect parental genetic effects accounted for 0% to 16% in ADHD symptoms and conduct problems. The correlation between direct and indirect genetic effects, or gene-environment correlations, decreased the variance with 16% and 13% for conduct and inattention problems, and increased the variance with 6% for hyperactivity problems. CONCLUSIONS: This study provides empirical support to the notion that parents have a significant role in the development of childhood externalizing behaviors. The parental contribution to decrease in variation of inattention and conduct problems by gene-environment correlations would limit the number of children reaching clinical ranges in symptoms. Not accounting for indirect parental genetic effects can lead to both positive and negative bias when identifying genetic variants for childhood externalizing behaviors. En ligne : http://dx.doi.org/10.1111/jcpp.13654 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

Polygenic scores differentially predict developmental trajectories of subtypes of social withdrawal in childhood / Geneviève MORNEAU-VAILLANCOURT in Journal of Child Psychology and Psychiatry, 62-11 (November 2021)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 62-11 (November 2021) . - p.1320-1329 Titre : Polygenic scores differentially predict developmental trajectories of subtypes of social withdrawal in childhood Type de document : Texte imprimé et/ou numérique Auteurs : Geneviève MORNEAU-VAILLANCOURT, Auteur ; Till F. M. ANDLAUER, Auteur ; I. OUELLET-MORIN, Auteur ; S. PAQUIN, Auteur ; M. R. BRENDGEN, Auteur ; F. VITARO, Auteur ; Jean-Philippe GOUIN, Auteur ; Jean R. SEGUIN, Auteur ; É GAGNON, Auteur ; Rosa CHEESMAN, Auteur ; N. FORGET-DUBOIS, Auteur ; G. A. ROULEAU, Auteur ; G. TURECKI, Auteur ; R. E. TREMBLAY, Auteur ; Sylvana M. CÔTÉ, Auteur ; G. DIONNE, Auteur ; Michel BOIVIN, Auteur Article en page(s) : p.1320-1329 Langues : Anglais (eng) Mots-clés : Attention Deficit Disorder with Hyperactivity  Autism Spectrum Disorder  Child  Humans  Infant, Newborn  Loneliness  Longitudinal Studies  Multifactorial Inheritance/genetics  Prospective Studies  Social withdrawal  polygenic scores  preference for solitude  social wariness  trajectories Index. décimale : PER Périodiques Résumé : BACKGROUND: Children who consistently withdraw from social situations face increased risk for later socioemotional difficulties. Twin studies indicate that genetic factors substantially account for the persistence of social withdrawal over time. However, the molecular genetic etiology of chronic courses of social wariness and preference for solitude, two dimensions of social withdrawal, remains undocumented. The objectives of the present study were (a) to identify high-risk trajectories for social wariness and preference for solitude in childhood and (b) to examine whether falling on these high-risk trajectories can be predicted by specific polygenic scores for mental health traits and disorders and by a general polygenic predisposition to these traits. METHODS: Teachers evaluated 971 genotyped children at five occasions (age 6 to 12 years) from two prospective longitudinal studies, the Quebec Newborn Twin Study and the Quebec Longitudinal Study of Child Development. Developmental trajectories for social wariness and preference for solitude were identified. We tested whether polygenic scores for attention deficit hyperactivity disorder, autism spectrum disorder, depression, loneliness, and subjective well-being, as well as a general mental health genetic risk score derived across these traits, were associated with the developmental trajectories. RESULTS: Polygenic scores differentially predicted social wariness and preference for solitude. Only the loneliness polygenic score significantly predicted the high trajectory for social wariness. By contrast, the general mental health genetic risk score factor was associated with the trajectory depicting high-chronic preference for solitude. CONCLUSIONS: Distinct associations were uncovered between the polygenic scores, social wariness, and preference for solitude. En ligne : http://dx.doi.org/10.1111/jcpp.13459 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456 [article] Polygenic scores differentially predict developmental trajectories of subtypes of social withdrawal in childhood [Texte imprimé et/ou numérique] / Geneviève MORNEAU-VAILLANCOURT, Auteur ; Till F. M. ANDLAUER, Auteur ; I. OUELLET-MORIN, Auteur ; S. PAQUIN, Auteur ; M. R. BRENDGEN, Auteur ; F. VITARO, Auteur ; Jean-Philippe GOUIN, Auteur ; Jean R. SEGUIN, Auteur ; É GAGNON, Auteur ; Rosa CHEESMAN, Auteur ; N. FORGET-DUBOIS, Auteur ; G. A. ROULEAU, Auteur ; G. TURECKI, Auteur ; R. E. TREMBLAY, Auteur ; Sylvana M. CÔTÉ, Auteur ; G. DIONNE, Auteur ; Michel BOIVIN, Auteur . - p.1320-1329. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 62-11 (November 2021) . - p.1320-1329 Mots-clés : Attention Deficit Disorder with Hyperactivity  Autism Spectrum Disorder  Child  Humans  Infant, Newborn  Loneliness  Longitudinal Studies  Multifactorial Inheritance/genetics  Prospective Studies  Social withdrawal  polygenic scores  preference for solitude  social wariness  trajectories Index. décimale : PER Périodiques Résumé : BACKGROUND: Children who consistently withdraw from social situations face increased risk for later socioemotional difficulties. Twin studies indicate that genetic factors substantially account for the persistence of social withdrawal over time. However, the molecular genetic etiology of chronic courses of social wariness and preference for solitude, two dimensions of social withdrawal, remains undocumented. The objectives of the present study were (a) to identify high-risk trajectories for social wariness and preference for solitude in childhood and (b) to examine whether falling on these high-risk trajectories can be predicted by specific polygenic scores for mental health traits and disorders and by a general polygenic predisposition to these traits. METHODS: Teachers evaluated 971 genotyped children at five occasions (age 6 to 12 years) from two prospective longitudinal studies, the Quebec Newborn Twin Study and the Quebec Longitudinal Study of Child Development. Developmental trajectories for social wariness and preference for solitude were identified. We tested whether polygenic scores for attention deficit hyperactivity disorder, autism spectrum disorder, depression, loneliness, and subjective well-being, as well as a general mental health genetic risk score derived across these traits, were associated with the developmental trajectories. RESULTS: Polygenic scores differentially predicted social wariness and preference for solitude. Only the loneliness polygenic score significantly predicted the high trajectory for social wariness. By contrast, the general mental health genetic risk score factor was associated with the trajectory depicting high-chronic preference for solitude. CONCLUSIONS: Distinct associations were uncovered between the polygenic scores, social wariness, and preference for solitude. En ligne : http://dx.doi.org/10.1111/jcpp.13459 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456

School quality ratings are weak predictors of students' achievement and well-being / Sophie VON STUMM in Journal of Child Psychology and Psychiatry, 62-3 (March 2021)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.339-348 Titre : School quality ratings are weak predictors of students' achievement and well-being Type de document : Texte imprimé et/ou numérique Auteurs : Sophie VON STUMM, Auteur ; Emily SMITH-WOOLLEY, Auteur ; Rosa CHEESMAN, Auteur ; Jean-Baptiste PINGAULT, Auteur ; Kathryn ASBURY, Auteur ; Philip S. DALE, Auteur ; Rebecca ALLEN, Auteur ; Yulia KOVAS, Auteur ; Robert PLOMIN, Auteur Article en page(s) : p.339-348 Langues : Anglais (eng) Mots-clés : Ofsted  School quality  educational achievement  school engagement  well-being Index. décimale : PER Périodiques Résumé : BACKGROUND: In England, all state-funded schools are inspected by an independent government agency, the Office for Standards in Education, Children's Services and Skills (Ofsted). Inspections aim to hold schools accountable and to promote the improvement of education, with the results made available to the public. Ofsted reports intend to index school quality, but their influence on students' individual outcomes has not been previously studied. The aim of the current study was to explore the extent to which school quality, as indexed by Ofsted ratings, is associated with students' educational achievement, well-being and school engagement. METHODS: We use an England population-based sample of 4,391 individuals, for whom school performance at age 11 and GCSE grades at age 16 were accessed from the National Pupil Database, and who completed measures of well-being and school engagement at age 16. RESULTS: We found that Ofsted ratings of secondary school quality accounted for 4% of the variance in students' educational achievement at age 16, which was further reduced to 1% of the variance after we accounted for prior school performance at age 11 and family socioeconomic status. Furthermore, Ofsted ratings were weak predictors of school engagement and student well-being, with an average correlation of .03. CONCLUSION: Our findings suggest that differences in school quality, as indexed by Ofsted ratings, have little relation to students' individual outcomes. Accordingly, our results challenge the usefulness of Ofsted ratings as guides for parents and students when choosing secondary schools. En ligne : http://dx.doi.org/10.1111/jcpp.13276 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 [article] School quality ratings are weak predictors of students' achievement and well-being [Texte imprimé et/ou numérique] / Sophie VON STUMM, Auteur ; Emily SMITH-WOOLLEY, Auteur ; Rosa CHEESMAN, Auteur ; Jean-Baptiste PINGAULT, Auteur ; Kathryn ASBURY, Auteur ; Philip S. DALE, Auteur ; Rebecca ALLEN, Auteur ; Yulia KOVAS, Auteur ; Robert PLOMIN, Auteur . - p.339-348. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.339-348 Mots-clés : Ofsted  School quality  educational achievement  school engagement  well-being Index. décimale : PER Périodiques Résumé : BACKGROUND: In England, all state-funded schools are inspected by an independent government agency, the Office for Standards in Education, Children's Services and Skills (Ofsted). Inspections aim to hold schools accountable and to promote the improvement of education, with the results made available to the public. Ofsted reports intend to index school quality, but their influence on students' individual outcomes has not been previously studied. The aim of the current study was to explore the extent to which school quality, as indexed by Ofsted ratings, is associated with students' educational achievement, well-being and school engagement. METHODS: We use an England population-based sample of 4,391 individuals, for whom school performance at age 11 and GCSE grades at age 16 were accessed from the National Pupil Database, and who completed measures of well-being and school engagement at age 16. RESULTS: We found that Ofsted ratings of secondary school quality accounted for 4% of the variance in students' educational achievement at age 16, which was further reduced to 1% of the variance after we accounted for prior school performance at age 11 and family socioeconomic status. Furthermore, Ofsted ratings were weak predictors of school engagement and student well-being, with an average correlation of .03. CONCLUSION: Our findings suggest that differences in school quality, as indexed by Ofsted ratings, have little relation to students' individual outcomes. Accordingly, our results challenge the usefulness of Ofsted ratings as guides for parents and students when choosing secondary schools. En ligne : http://dx.doi.org/10.1111/jcpp.13276 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443

The p factor: genetic analyses support a general dimension of psychopathology in childhood and adolescence / Andrea G. ALLEGRINI in Journal of Child Psychology and Psychiatry, 61-1 (January 2020)  

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