11 recherche sur le mot-clé 'behavioural genetics'

Editorial: Illuminating the dark matter of developmental neuropsychiatric genetics – strategic focus for future research in child psychology and psychiatry / Klaus-Peter LESCH in Journal of Child Psychology and Psychiatry, 55-3 (March 2014)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 55-3 (March 2014) . - p.201-203 Titre : Editorial: Illuminating the dark matter of developmental neuropsychiatric genetics – strategic focus for future research in child psychology and psychiatry Type de document : texte imprimé Auteurs : Klaus-Peter LESCH, Auteur Article en page(s) : p.201-203 Langues : Anglais (eng) Mots-clés : Behavioural genetics  neuropsychiatric genetics  gene-by-environment interaction  epigenetics  neurodevelopmental impairments  gene-trait/disorder association studies  guidelines Index. décimale : PER Périodiques Résumé : Research on genetic factors influencing cognitive and behavioural traits or which are central to the aetiology of neuropsychiatric diseases has been complicated by a furtive discrepancy between high heritability estimates and a scarcity of replicable gene-disorder associations. This ‘missing heritability’ has been either euphemised as the ‘dark matter’ of gene-trait association or aggravated as the ‘looming crisis in behavioural genetics’. Nevertheless, in recognising the importance of this topic for our understanding of child psychiatric conditions and highlighting its commitment to the field, the Journal of Child Psychology and Psychiatry (JCPP) has for the first time appointed an editor with special responsibility for molecular (epi)genetics. En ligne : http://dx.doi.org/10.1111/jcpp.12223 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=226 [article] Editorial: Illuminating the dark matter of developmental neuropsychiatric genetics – strategic focus for future research in child psychology and psychiatry [texte imprimé] / Klaus-Peter LESCH, Auteur . - p.201-203. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 55-3 (March 2014) . - p.201-203 Mots-clés : Behavioural genetics  neuropsychiatric genetics  gene-by-environment interaction  epigenetics  neurodevelopmental impairments  gene-trait/disorder association studies  guidelines Index. décimale : PER Périodiques Résumé : Research on genetic factors influencing cognitive and behavioural traits or which are central to the aetiology of neuropsychiatric diseases has been complicated by a furtive discrepancy between high heritability estimates and a scarcity of replicable gene-disorder associations. This ‘missing heritability’ has been either euphemised as the ‘dark matter’ of gene-trait association or aggravated as the ‘looming crisis in behavioural genetics’. Nevertheless, in recognising the importance of this topic for our understanding of child psychiatric conditions and highlighting its commitment to the field, the Journal of Child Psychology and Psychiatry (JCPP) has for the first time appointed an editor with special responsibility for molecular (epi)genetics. En ligne : http://dx.doi.org/10.1111/jcpp.12223 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=226

Exploring community perspectives on autism genetics research: Indications of supportive views and educational needs / Melanie M. DE WIT in Autism, 30-2 (February 2026)  

Public ISBD [article]  inAutism > 30-2 (February 2026) . - p.390-401 Titre : Exploring community perspectives on autism genetics research: Indications of supportive views and educational needs Type de document : texte imprimé Auteurs : Melanie M. DE WIT, Auteur ; Janneke R. ZINKSTOK, Auteur ; Riley BUIJSMAN, Auteur ; Abdel ABDELLAOUI, Auteur ; Sander BEGEER, Auteur ; Tinca J.C. POLDERMAN, Auteur Article en page(s) : p.390-401 Langues : Anglais (eng) Mots-clés : Behavioural genetics  community perspectives  genetic testing and counselling  genetics  stakeholders Index. décimale : PER Périodiques Résumé : Autistic advocates have raised substantial concerns regarding genetics research on autism. It is yet unclear whether these concerns reflect the perspectives of the broader autism community. In a sample of 1757 Dutch autistic adults, 445 parents of autistic children and 126 legal representatives of autistic adults, we explored perspectives on genetics research. We used a pilot repeated survey, consisting of questions about the perceived importance of the heritability of autism, reasons for this importance and the desire to learn more about heritability. Over 95% of the participants found it at least a little important to know that autism is highly heritable, and 67% would like to learn more about it. Participants mentioned that they find it important to increase knowledge about the causes of autism, and to improve the diagnostic process. There were no substantial differences in perspectives between stakeholder groups. Contrasting previous work, this pilot study indicates support for genetics research in autism, which highlights diversity in community perspectives. It also identifies an unmet educational need. We conclude that education on the topic of genetics, active research involvement of the autism community, and an ongoing dialogue between all parties are crucial to ethically and meaningfully move autism genetics forward.Lay abstract Some autistic people have shared strong concerns about research on the genetics of autism. However, this has not been investigated systematically in a large and diverse group of stakeholders. Therefore, researchers asked questions to over 1700 autistic adults in the Netherlands, 445 parents of autistic children and 126 legal guardians of autistic adults. The questions were (a) ‘is it important to know that autism is heritable?’, (b) ‘why is this important to know?’ and (c) ‘would you want to learn more about the heritability of autism?’. Over 95% of the people said it is at least a little important to know that autism is heritable. Around 67% also said they would like to learn more about it. Many people said that learning about the genetics of autism could help us understand the causes of autism better and could help improve the diagnostic process. This study shows that there are different opinions about genetics research. It was also noted that people need clear and simple information about autism genetics. To make autism genetics research better and more respectful, it is important to give clear information about genetics, to involve autistic people and their families in research, and to have open conversations between researchers and the autism community. This way, autism genetics research can move forward in a way that is fair and helpful for everyone. En ligne : https://dx.doi.org/10.1177/13623613251384342 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Exploring community perspectives on autism genetics research: Indications of supportive views and educational needs [texte imprimé] / Melanie M. DE WIT, Auteur ; Janneke R. ZINKSTOK, Auteur ; Riley BUIJSMAN, Auteur ; Abdel ABDELLAOUI, Auteur ; Sander BEGEER, Auteur ; Tinca J.C. POLDERMAN, Auteur . - p.390-401. Langues : Anglais (eng) in Autism > 30-2 (February 2026) . - p.390-401 Mots-clés : Behavioural genetics  community perspectives  genetic testing and counselling  genetics  stakeholders Index. décimale : PER Périodiques Résumé : Autistic advocates have raised substantial concerns regarding genetics research on autism. It is yet unclear whether these concerns reflect the perspectives of the broader autism community. In a sample of 1757 Dutch autistic adults, 445 parents of autistic children and 126 legal representatives of autistic adults, we explored perspectives on genetics research. We used a pilot repeated survey, consisting of questions about the perceived importance of the heritability of autism, reasons for this importance and the desire to learn more about heritability. Over 95% of the participants found it at least a little important to know that autism is highly heritable, and 67% would like to learn more about it. Participants mentioned that they find it important to increase knowledge about the causes of autism, and to improve the diagnostic process. There were no substantial differences in perspectives between stakeholder groups. Contrasting previous work, this pilot study indicates support for genetics research in autism, which highlights diversity in community perspectives. It also identifies an unmet educational need. We conclude that education on the topic of genetics, active research involvement of the autism community, and an ongoing dialogue between all parties are crucial to ethically and meaningfully move autism genetics forward.Lay abstract Some autistic people have shared strong concerns about research on the genetics of autism. However, this has not been investigated systematically in a large and diverse group of stakeholders. Therefore, researchers asked questions to over 1700 autistic adults in the Netherlands, 445 parents of autistic children and 126 legal guardians of autistic adults. The questions were (a) ‘is it important to know that autism is heritable?’, (b) ‘why is this important to know?’ and (c) ‘would you want to learn more about the heritability of autism?’. Over 95% of the people said it is at least a little important to know that autism is heritable. Around 67% also said they would like to learn more about it. Many people said that learning about the genetics of autism could help us understand the causes of autism better and could help improve the diagnostic process. This study shows that there are different opinions about genetics research. It was also noted that people need clear and simple information about autism genetics. To make autism genetics research better and more respectful, it is important to give clear information about genetics, to involve autistic people and their families in research, and to have open conversations between researchers and the autism community. This way, autism genetics research can move forward in a way that is fair and helpful for everyone. En ligne : https://dx.doi.org/10.1177/13623613251384342 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

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

Commentary: Attachment is a biological concept – a reflection on Fearon et al. (2014) / Michael RUTTER in Journal of Child Psychology and Psychiatry, 55-9 (September 2014)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 55-9 (September 2014) . - p.1042-1043 Titre : Commentary: Attachment is a biological concept – a reflection on Fearon et al. (2014) Type de document : texte imprimé Auteurs : Michael RUTTER, Auteur Article en page(s) : p.1042-1043 Langues : Anglais (eng) Mots-clés : Attachment constructs  behavioural genetics  biological responses Index. décimale : PER Périodiques Résumé : This article is a commentary on Fearon et al. (2014, Genetic and environmental influences on adolescent attachment) published in this issue. En ligne : http://dx.doi.org/10.1111/jcpp.12301 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Commentary: Attachment is a biological concept – a reflection on Fearon et al. (2014) [texte imprimé] / Michael RUTTER, Auteur . - p.1042-1043. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 55-9 (September 2014) . - p.1042-1043 Mots-clés : Attachment constructs  behavioural genetics  biological responses Index. décimale : PER Périodiques Résumé : This article is a commentary on Fearon et al. (2014, Genetic and environmental influences on adolescent attachment) published in this issue. En ligne : http://dx.doi.org/10.1111/jcpp.12301 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Examining the association between cognitive ability and emotional problems across childhood using a genetically informative design: could there be a causal relationship? / Meredith X. HAN in Journal of Child Psychology and Psychiatry, 66-12 (December 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-12 (December 2025) . - p.1875-1888 Titre : Examining the association between cognitive ability and emotional problems across childhood using a genetically informative design: could there be a causal relationship? Type de document : texte imprimé Auteurs : Meredith X. HAN, Auteur ; Ivan VORONIN, Auteur ; Margherita MALANCHINI, Auteur ; Tom A. MCADAMS, Auteur Article en page(s) : p.1875-1888 Langues : Anglais (eng) Mots-clés : Cognition  internalising disorder  behavioural genetics  longitudinal studies Index. décimale : PER Périodiques Résumé : Background Emotional problems co-occur with difficulties in verbal and nonverbal cognitive ability, yet the pathways underlying their association remain poorly understood: It is unclear whether effects may be causal, and to what extent they may run from cognition to emotion, or vice versa. Methods Our preregistered analyses included 5,124 twin pairs from the Twins Early Development Study (TEDS). At ages 7, 9 and 12, emotional problems were assessed through the strengths and difficulties questionnaire, and cognition was assessed using task-based measures. Cross-lagged models examined the influence of cognition and subdomains of verbal and nonverbal abilities on emotional problems and vice versa, across development. Genetic cross-lagged models examined the effect of cognition on emotional problems and vice versa, after controlling for shared genetic and environmental influence. Results Cross-lagged paths in both directions were observed between cognitive ability and emotional problems (from ?0.11 to ?0.05). Cross-lagged associations that persisted after accounting for common genetic and environmental influences were between nonverbal ability and emotional problems. Higher emotional problems at age 7 predicted lower nonverbal ability at age 9, with 22% of the phenotypic association remaining. This, in turn, predicted greater emotional problems at age 12, with 13% of the association remaining. Conclusions Genetic and environmental factors accounted for a large proportion of the cross-lagged associations. Emotional problems in early childhood could result in a cascade effect, leading to lower nonverbal cognition in middle childhood, which increases the risk of emotional problems in late childhood. These findings highlight the importance of age- and domain-specific interventions. En ligne : https://doi.org/10.1111/jcpp.70008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=573 [article] Examining the association between cognitive ability and emotional problems across childhood using a genetically informative design: could there be a causal relationship? [texte imprimé] / Meredith X. HAN, Auteur ; Ivan VORONIN, Auteur ; Margherita MALANCHINI, Auteur ; Tom A. MCADAMS, Auteur . - p.1875-1888. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-12 (December 2025) . - p.1875-1888 Mots-clés : Cognition  internalising disorder  behavioural genetics  longitudinal studies Index. décimale : PER Périodiques Résumé : Background Emotional problems co-occur with difficulties in verbal and nonverbal cognitive ability, yet the pathways underlying their association remain poorly understood: It is unclear whether effects may be causal, and to what extent they may run from cognition to emotion, or vice versa. Methods Our preregistered analyses included 5,124 twin pairs from the Twins Early Development Study (TEDS). At ages 7, 9 and 12, emotional problems were assessed through the strengths and difficulties questionnaire, and cognition was assessed using task-based measures. Cross-lagged models examined the influence of cognition and subdomains of verbal and nonverbal abilities on emotional problems and vice versa, across development. Genetic cross-lagged models examined the effect of cognition on emotional problems and vice versa, after controlling for shared genetic and environmental influence. Results Cross-lagged paths in both directions were observed between cognitive ability and emotional problems (from ?0.11 to ?0.05). Cross-lagged associations that persisted after accounting for common genetic and environmental influences were between nonverbal ability and emotional problems. Higher emotional problems at age 7 predicted lower nonverbal ability at age 9, with 22% of the phenotypic association remaining. This, in turn, predicted greater emotional problems at age 12, with 13% of the association remaining. Conclusions Genetic and environmental factors accounted for a large proportion of the cross-lagged associations. Emotional problems in early childhood could result in a cascade effect, leading to lower nonverbal cognition in middle childhood, which increases the risk of emotional problems in late childhood. These findings highlight the importance of age- and domain-specific interventions. En ligne : https://doi.org/10.1111/jcpp.70008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=573

Exploring the Covariation between Anxiety and Depression Symptoms: A Genetic Analysis of the Effects of Age and Sex / Thalia C. ELEY in Journal of Child Psychology and Psychiatry, 40-8 (November 1999)

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Predicting adolescent disordered eating and behaviours: exploring environmental moderators of polygenic risk / Madeleine CURTIS in Journal of Child Psychology and Psychiatry, 66-12 (December 2025)  

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Research Review: A review of the past decade of family and genomic studies on adolescent mental health / Elisavet PALAIOLOGOU ; Tinca J.C. POLDERMAN ; Thalia C. ELEY in Journal of Child Psychology and Psychiatry, 66-6 (June 2025)  

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The developmental origins of genetic factors influencing language and literacy: Associations with early-childhood vocabulary / Ellen VERHOEF in Journal of Child Psychology and Psychiatry, 62-6 (June 2021)  

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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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