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Gene–environment interaction in externalizing problems among adolescents: evidence from the Pelotas 1993 Birth Cohort Study / Christian KIELING in Journal of Child Psychology and Psychiatry, 54-3 (March 2013)
[article]
Titre : Gene–environment interaction in externalizing problems among adolescents: evidence from the Pelotas 1993 Birth Cohort Study Type de document : Texte imprimé et/ou numérique Auteurs : Christian KIELING, Auteur ; Mara H. HUTZ, Auteur ; Júlia P. GENRO, Auteur ; Guilherme V. POLANCZYK, Auteur ; Luciana ANSELMI, Auteur ; Suzi CAMEY, Auteur ; Pedro C. HALLAL, Auteur ; Fernando C. BARROS, Auteur ; Cesar G. VICTORA, Auteur ; Ana Maria B. MENEZES, Auteur ; Luis Augusto ROHDE, Auteur Article en page(s) : p.298-304 Mots-clés : Gene–environment interaction DAT1 maternal smoking MAOA childhood maltreatment externalizing Index. décimale : PER Périodiques Résumé : Background: The study of gene–environment interactions (G × E) is one of the most promising strategies to uncover the origins of mental disorders. Replication of initial findings, however, is essential because there is a strong possibility of publication bias in the literature. In addition, there is a scarcity of research on the topic originated from low- and middle-income countries (LMIC). The aim of this study was to replicate G × E hypotheses for externalizing problems among adolescents in a middle-income country. Methods: As part of the Pelotas 1993 Birth Cohort Study, 5,249 children were enrolled at birth and followed up to the age of 15 years, with an 85.7% retention rate. We sought an interaction between the homozygosity of the 10-repeat allele at the dopamine transporter (DAT1) gene and prenatal maternal smoking in the development of hyperactivity problems during adolescence assessed by the Strengths and Difficulties Questionnaire. We also tested for an interaction between the uVNTR polymorphism at the monoamine oxidase A (MAOA) and the experience of childhood maltreatment in the occurrence of conduct problems among adolescent boys. Results: Although there was a clear association between prenatal maternal smoking and hyperactivity scores in adolescence (p 0.001), no main genetic or interaction effects for the DAT1 gene were detected. Similarly, childhood maltreatment showed to be associated with conduct problems among boys (p 0.001), with no observable main genetic or interaction effects for the MAOA gene. Conclusions: In the largest mental health G × E study performed in a LMIC to date, we did not replicate previous positive findings from the literature. Despite the presence of main environmental effects, there was no evidence of effect modification by genotype status. Additional replication efforts to measure G × E are needed to better understand the origins of mental health and illness, especially in LMIC. En ligne : http://dx.doi.org/10.1111/jcpp.12022 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191
in Journal of Child Psychology and Psychiatry > 54-3 (March 2013) . - p.298-304[article] Gene–environment interaction in externalizing problems among adolescents: evidence from the Pelotas 1993 Birth Cohort Study [Texte imprimé et/ou numérique] / Christian KIELING, Auteur ; Mara H. HUTZ, Auteur ; Júlia P. GENRO, Auteur ; Guilherme V. POLANCZYK, Auteur ; Luciana ANSELMI, Auteur ; Suzi CAMEY, Auteur ; Pedro C. HALLAL, Auteur ; Fernando C. BARROS, Auteur ; Cesar G. VICTORA, Auteur ; Ana Maria B. MENEZES, Auteur ; Luis Augusto ROHDE, Auteur . - p.298-304.
in Journal of Child Psychology and Psychiatry > 54-3 (March 2013) . - p.298-304
Mots-clés : Gene–environment interaction DAT1 maternal smoking MAOA childhood maltreatment externalizing Index. décimale : PER Périodiques Résumé : Background: The study of gene–environment interactions (G × E) is one of the most promising strategies to uncover the origins of mental disorders. Replication of initial findings, however, is essential because there is a strong possibility of publication bias in the literature. In addition, there is a scarcity of research on the topic originated from low- and middle-income countries (LMIC). The aim of this study was to replicate G × E hypotheses for externalizing problems among adolescents in a middle-income country. Methods: As part of the Pelotas 1993 Birth Cohort Study, 5,249 children were enrolled at birth and followed up to the age of 15 years, with an 85.7% retention rate. We sought an interaction between the homozygosity of the 10-repeat allele at the dopamine transporter (DAT1) gene and prenatal maternal smoking in the development of hyperactivity problems during adolescence assessed by the Strengths and Difficulties Questionnaire. We also tested for an interaction between the uVNTR polymorphism at the monoamine oxidase A (MAOA) and the experience of childhood maltreatment in the occurrence of conduct problems among adolescent boys. Results: Although there was a clear association between prenatal maternal smoking and hyperactivity scores in adolescence (p 0.001), no main genetic or interaction effects for the DAT1 gene were detected. Similarly, childhood maltreatment showed to be associated with conduct problems among boys (p 0.001), with no observable main genetic or interaction effects for the MAOA gene. Conclusions: In the largest mental health G × E study performed in a LMIC to date, we did not replicate previous positive findings from the literature. Despite the presence of main environmental effects, there was no evidence of effect modification by genotype status. Additional replication efforts to measure G × E are needed to better understand the origins of mental health and illness, especially in LMIC. En ligne : http://dx.doi.org/10.1111/jcpp.12022 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191 Gene–environment interaction in teacher-rated internalizing and externalizing problem behavior in 7- to 12-year-old twins / Diane J. LAMB in Journal of Child Psychology and Psychiatry, 53-8 (August 2012)
[article]
Titre : Gene–environment interaction in teacher-rated internalizing and externalizing problem behavior in 7- to 12-year-old twins Type de document : Texte imprimé et/ou numérique Auteurs : Diane J. LAMB, Auteur ; Christel M. MIDDELDORP, Auteur ; Catarina E.M. VAN BEIJSTERVELDT, Auteur ; Dorret I. BOOMSMA, Auteur Année de publication : 2012 Article en page(s) : p.818-825 Langues : Anglais (eng) Mots-clés : Internalizing problem behavior externalizing problem behavior teacher ratings gene–environment interaction Index. décimale : PER Périodiques Résumé : Background: Internalizing and externalizing problem behavior at school can have major consequences for a child and is predictive for disorders later in life. Teacher ratings are important to assess internalizing and externalizing problems at school. Genetic epidemiological studies on teacher-rated problem behavior are relatively scarce and the reported heritability estimates differ widely. A unique feature of teacher ratings of twins is that some pairs are rated by different and others are rated by the same teacher. This offers the opportunity to assess gene–environment interaction. Methods: Teacher ratings of 3,502 7-year-old, 3,134 10-year-old and 2,193 12-year-old twin pairs were analyzed with structural equation modeling. About 60% of the twin pairs were rated by the same teacher. Twin correlations and the heritability of internalizing and externalizing behavior were estimated, separately for pairs rated by the same and different teachers. Socioeconomic status and externalizing behavior at age 3 were included as covariates. Results: Twin correlations and heritability estimates were higher when twin pairs were in the same class and rated by the same teacher than when pairs were rated by different teachers. These differences could not be explained by twin confusion or rater bias. When twins were rated by the same teacher, heritability estimates were about 70% for internalizing problems and around 80% in boys and 70% in girls for externalizing problems. When twins were rated by different teachers, heritability estimates for internalizing problems were around 30% and for externalizing problems around 50%. Conclusions: Exposure to different teachers during childhood may affect the heritability of internalizing and externalizing behavior at school. This finding points to gene–environment interaction and is important for the understanding of childhood problem behavior. In addition, it could imply an opportunity for interventions at school. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02497.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177
in Journal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.818-825[article] Gene–environment interaction in teacher-rated internalizing and externalizing problem behavior in 7- to 12-year-old twins [Texte imprimé et/ou numérique] / Diane J. LAMB, Auteur ; Christel M. MIDDELDORP, Auteur ; Catarina E.M. VAN BEIJSTERVELDT, Auteur ; Dorret I. BOOMSMA, Auteur . - 2012 . - p.818-825.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.818-825
Mots-clés : Internalizing problem behavior externalizing problem behavior teacher ratings gene–environment interaction Index. décimale : PER Périodiques Résumé : Background: Internalizing and externalizing problem behavior at school can have major consequences for a child and is predictive for disorders later in life. Teacher ratings are important to assess internalizing and externalizing problems at school. Genetic epidemiological studies on teacher-rated problem behavior are relatively scarce and the reported heritability estimates differ widely. A unique feature of teacher ratings of twins is that some pairs are rated by different and others are rated by the same teacher. This offers the opportunity to assess gene–environment interaction. Methods: Teacher ratings of 3,502 7-year-old, 3,134 10-year-old and 2,193 12-year-old twin pairs were analyzed with structural equation modeling. About 60% of the twin pairs were rated by the same teacher. Twin correlations and the heritability of internalizing and externalizing behavior were estimated, separately for pairs rated by the same and different teachers. Socioeconomic status and externalizing behavior at age 3 were included as covariates. Results: Twin correlations and heritability estimates were higher when twin pairs were in the same class and rated by the same teacher than when pairs were rated by different teachers. These differences could not be explained by twin confusion or rater bias. When twins were rated by the same teacher, heritability estimates were about 70% for internalizing problems and around 80% in boys and 70% in girls for externalizing problems. When twins were rated by different teachers, heritability estimates for internalizing problems were around 30% and for externalizing problems around 50%. Conclusions: Exposure to different teachers during childhood may affect the heritability of internalizing and externalizing behavior at school. This finding points to gene–environment interaction and is important for the understanding of childhood problem behavior. In addition, it could imply an opportunity for interventions at school. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02497.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177 What is the biological reality of gene–environment interaction estimates? An assessment of bias in developmental models / Sarah R. MOORE in Journal of Child Psychology and Psychiatry, 57-11 (November 2016)
[article]
Titre : What is the biological reality of gene–environment interaction estimates? An assessment of bias in developmental models Type de document : Texte imprimé et/ou numérique Auteurs : Sarah R. MOORE, Auteur ; Felix THOEMMES, Auteur Article en page(s) : p.1258-1267 Langues : Anglais (eng) Mots-clés : Gene–environment interaction methodology child development neural development molecular genetics Index. décimale : PER Périodiques Résumé : Background Standard models used to test gene–environment interaction (G × E) hypotheses make the causal assumption that there are no unobserved variables that could be biasing the interaction estimate. Whether this assumption can be met in nonexperimental studies is unclear because the interactive biological pathways from genetic polymorphisms and environments to behavior, and the confounders that can be introduced along these pathways, are often not delineated. This is problematic in the context of studies focused on caregiver–child dyads, in which common genes and environments induce gene–environment correlation. To address the impact of sources of bias in G × E models specifically assessing the interaction between child genotype and caregiver behavior, we provide a causal framework that integrates biological and statistical concepts of G × E, and assess the magnitude of bias introduced by various confounding pathways in different causal circumstances. Methods A simulation assessed the magnitude of bias introduced by four types of confounding pathways in different causal models. Unadjusted and adjusted statistical models were then applied to the simulated data to assess the efficacy of these procedures to capture unbiased G × E estimates. Finally, the simulation was run under null effects of the genotype to assess the impact of biasing sources on the false-positive rate. Results Common environmental pathways between caregiver and child inflated G × E estimates and raised the false-positive rate. Evocative effects of the child also inflated G × E estimates. Conclusions Gene–environment interaction studies should be approached with consideration to the causal pathways at play and the confounding opportunities along these pathways to facilitate the inclusion of adequate statistical controls and correct inferences from study findings. Bridging biological and statistical concepts of G × E can significantly improve research design and the communication of how a G × E process fits into a broader developmental framework. En ligne : http://dx.doi.org/10.1111/jcpp.12579 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295
in Journal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1258-1267[article] What is the biological reality of gene–environment interaction estimates? An assessment of bias in developmental models [Texte imprimé et/ou numérique] / Sarah R. MOORE, Auteur ; Felix THOEMMES, Auteur . - p.1258-1267.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1258-1267
Mots-clés : Gene–environment interaction methodology child development neural development molecular genetics Index. décimale : PER Périodiques Résumé : Background Standard models used to test gene–environment interaction (G × E) hypotheses make the causal assumption that there are no unobserved variables that could be biasing the interaction estimate. Whether this assumption can be met in nonexperimental studies is unclear because the interactive biological pathways from genetic polymorphisms and environments to behavior, and the confounders that can be introduced along these pathways, are often not delineated. This is problematic in the context of studies focused on caregiver–child dyads, in which common genes and environments induce gene–environment correlation. To address the impact of sources of bias in G × E models specifically assessing the interaction between child genotype and caregiver behavior, we provide a causal framework that integrates biological and statistical concepts of G × E, and assess the magnitude of bias introduced by various confounding pathways in different causal circumstances. Methods A simulation assessed the magnitude of bias introduced by four types of confounding pathways in different causal models. Unadjusted and adjusted statistical models were then applied to the simulated data to assess the efficacy of these procedures to capture unbiased G × E estimates. Finally, the simulation was run under null effects of the genotype to assess the impact of biasing sources on the false-positive rate. Results Common environmental pathways between caregiver and child inflated G × E estimates and raised the false-positive rate. Evocative effects of the child also inflated G × E estimates. Conclusions Gene–environment interaction studies should be approached with consideration to the causal pathways at play and the confounding opportunities along these pathways to facilitate the inclusion of adequate statistical controls and correct inferences from study findings. Bridging biological and statistical concepts of G × E can significantly improve research design and the communication of how a G × E process fits into a broader developmental framework. En ligne : http://dx.doi.org/10.1111/jcpp.12579 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295 Gene–environment interactions in genome-wide association studies: current approaches and new directions / Stacey J. WINHAM in Journal of Child Psychology and Psychiatry, 54-10 (October 2013)
[article]
Titre : Gene–environment interactions in genome-wide association studies: current approaches and new directions Type de document : Texte imprimé et/ou numérique Auteurs : Stacey J. WINHAM, Auteur ; Joanna M. BIERNACKA, Auteur Article en page(s) : p.1120-1134 Langues : Anglais (eng) Mots-clés : Gene–environment interaction gene-level pathway gene-set data-mining Index. décimale : PER Périodiques Résumé : Background Complex psychiatric traits have long been thought to be the result of a combination of genetic and environmental factors, and gene–environment interactions are thought to play a crucial role in behavioral phenotypes and the susceptibility and progression of psychiatric disorders. Candidate gene studies to investigate hypothesized gene–environment interactions are now fairly common in human genetic research, and with the shift toward genome-wide association studies, genome-wide gene–environment interaction studies are beginning to emerge. Methods We summarize the basic ideas behind gene–environment interaction, and provide an overview of possible study designs and traditional analysis methods in the context of genome-wide analysis. We then discuss novel approaches beyond the traditional strategy of analyzing the interaction between the environmental factor and each polymorphism individually. Results Two-step filtering approaches that reduce the number of polymorphisms tested for interactions can substantially increase the power of genome-wide gene–environment studies. New analytical methods including data-mining approaches, and gene-level and pathway-level analyses, also have the capacity to improve our understanding of how complex genetic and environmental factors interact to influence psychologic and psychiatric traits. Such methods, however, have not yet been utilized much in behavioral and mental health research. Conclusions Although methods to investigate gene–environment interactions are available, there is a need for further development and extension of these methods to identify gene–environment interactions in the context of genome-wide association studies. These novel approaches need to be applied in studies of psychology and psychiatry. En ligne : http://dx.doi.org/10.1111/jcpp.12114 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212
in Journal of Child Psychology and Psychiatry > 54-10 (October 2013) . - p.1120-1134[article] Gene–environment interactions in genome-wide association studies: current approaches and new directions [Texte imprimé et/ou numérique] / Stacey J. WINHAM, Auteur ; Joanna M. BIERNACKA, Auteur . - p.1120-1134.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 54-10 (October 2013) . - p.1120-1134
Mots-clés : Gene–environment interaction gene-level pathway gene-set data-mining Index. décimale : PER Périodiques Résumé : Background Complex psychiatric traits have long been thought to be the result of a combination of genetic and environmental factors, and gene–environment interactions are thought to play a crucial role in behavioral phenotypes and the susceptibility and progression of psychiatric disorders. Candidate gene studies to investigate hypothesized gene–environment interactions are now fairly common in human genetic research, and with the shift toward genome-wide association studies, genome-wide gene–environment interaction studies are beginning to emerge. Methods We summarize the basic ideas behind gene–environment interaction, and provide an overview of possible study designs and traditional analysis methods in the context of genome-wide analysis. We then discuss novel approaches beyond the traditional strategy of analyzing the interaction between the environmental factor and each polymorphism individually. Results Two-step filtering approaches that reduce the number of polymorphisms tested for interactions can substantially increase the power of genome-wide gene–environment studies. New analytical methods including data-mining approaches, and gene-level and pathway-level analyses, also have the capacity to improve our understanding of how complex genetic and environmental factors interact to influence psychologic and psychiatric traits. Such methods, however, have not yet been utilized much in behavioral and mental health research. Conclusions Although methods to investigate gene–environment interactions are available, there is a need for further development and extension of these methods to identify gene–environment interactions in the context of genome-wide association studies. These novel approaches need to be applied in studies of psychology and psychiatry. En ligne : http://dx.doi.org/10.1111/jcpp.12114 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212 Gene-based interaction analysis shows GABAergic genes interacting with parenting in adolescent depressive symptoms / Evelien VAN ASSCHE in Journal of Child Psychology and Psychiatry, 58-12 (December 2017)
[article]
Titre : Gene-based interaction analysis shows GABAergic genes interacting with parenting in adolescent depressive symptoms Type de document : Texte imprimé et/ou numérique Auteurs : Evelien VAN ASSCHE, Auteur ; Tim MOONS, Auteur ; Ozan CINAR, Auteur ; Wolfgang VIECHTBAUER, Auteur ; Albertine J. OLDEHINKEL, Auteur ; Karla VAN LEEUWEN, Auteur ; Karine VERSCHUEREN, Auteur ; Hilde COLPIN, Auteur ; Diether LAMBRECHTS, Auteur ; Wim VAN DEN NOORTGATE, Auteur ; Luc GOOSSENS, Auteur ; Stephan CLAES, Auteur ; Ruud VAN WINKEL, Auteur Article en page(s) : p.1301-1309 Langues : Anglais (eng) Mots-clés : Gene–environment interaction polygenic parenting gene-based testing adolescents depression Index. décimale : PER Périodiques Résumé : Background Most gene-environment interaction studies (G × E) have focused on single candidate genes. This approach is criticized for its expectations of large effect sizes and occurrence of spurious results. We describe an approach that accounts for the polygenic nature of most psychiatric phenotypes and reduces the risk of false-positive findings. We apply this method focusing on the role of perceived parental support, psychological control, and harsh punishment in depressive symptoms in adolescence. Methods Analyses were conducted on 982 adolescents of Caucasian origin (Mage (SD) = 13.78 (.94) years) genotyped for 4,947 SNPs in 263 genes, selected based on a literature survey. The Leuven Adolescent Perceived Parenting Scale (LAPPS) and the Parental Behavior Scale (PBS) were used to assess perceived parental psychological control, harsh punishment, and support. The Center for Epidemiologic Studies Depression Scale (CES-D) was the outcome. We used gene-based testing taking into account linkage disequilibrium to identify genes containing SNPs exhibiting an interaction with environmental factors yielding a p-value per single gene. Significant results at the corrected p-value of p < 1.90 × 10?4 were examined in an independent replication sample of Dutch adolescents (N = 1354). Results Two genes showed evidence for interaction with perceived support: GABRR1 (p = 4.62 × 10?5) and GABRR2 (p = 9.05 × 10?6). No genes interacted significantly with psychological control or harsh punishment. Gene-based analysis was unable to confirm the interaction of GABRR1 or GABRR2 with support in the replication sample. However, for GABRR2, but not GABRR1, the correlation of the estimates between the two datasets was significant (r (46) = .32; p = .027) and a gene-based analysis of the combined datasets supported GABRR2 × support interaction (p = 1.63 × 10?4). Conclusions We present a gene-based method for gene–environment interactions in a polygenic context and show that genes interact differently with particular aspects of parenting. This accentuates the importance of polygenic approaches and the need to accurately assess environmental exposure in G × E. En ligne : http://dx.doi.org/10.1111/jcpp.12766 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=326
in Journal of Child Psychology and Psychiatry > 58-12 (December 2017) . - p.1301-1309[article] Gene-based interaction analysis shows GABAergic genes interacting with parenting in adolescent depressive symptoms [Texte imprimé et/ou numérique] / Evelien VAN ASSCHE, Auteur ; Tim MOONS, Auteur ; Ozan CINAR, Auteur ; Wolfgang VIECHTBAUER, Auteur ; Albertine J. OLDEHINKEL, Auteur ; Karla VAN LEEUWEN, Auteur ; Karine VERSCHUEREN, Auteur ; Hilde COLPIN, Auteur ; Diether LAMBRECHTS, Auteur ; Wim VAN DEN NOORTGATE, Auteur ; Luc GOOSSENS, Auteur ; Stephan CLAES, Auteur ; Ruud VAN WINKEL, Auteur . - p.1301-1309.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-12 (December 2017) . - p.1301-1309
Mots-clés : Gene–environment interaction polygenic parenting gene-based testing adolescents depression Index. décimale : PER Périodiques Résumé : Background Most gene-environment interaction studies (G × E) have focused on single candidate genes. This approach is criticized for its expectations of large effect sizes and occurrence of spurious results. We describe an approach that accounts for the polygenic nature of most psychiatric phenotypes and reduces the risk of false-positive findings. We apply this method focusing on the role of perceived parental support, psychological control, and harsh punishment in depressive symptoms in adolescence. Methods Analyses were conducted on 982 adolescents of Caucasian origin (Mage (SD) = 13.78 (.94) years) genotyped for 4,947 SNPs in 263 genes, selected based on a literature survey. The Leuven Adolescent Perceived Parenting Scale (LAPPS) and the Parental Behavior Scale (PBS) were used to assess perceived parental psychological control, harsh punishment, and support. The Center for Epidemiologic Studies Depression Scale (CES-D) was the outcome. We used gene-based testing taking into account linkage disequilibrium to identify genes containing SNPs exhibiting an interaction with environmental factors yielding a p-value per single gene. Significant results at the corrected p-value of p < 1.90 × 10?4 were examined in an independent replication sample of Dutch adolescents (N = 1354). Results Two genes showed evidence for interaction with perceived support: GABRR1 (p = 4.62 × 10?5) and GABRR2 (p = 9.05 × 10?6). No genes interacted significantly with psychological control or harsh punishment. Gene-based analysis was unable to confirm the interaction of GABRR1 or GABRR2 with support in the replication sample. However, for GABRR2, but not GABRR1, the correlation of the estimates between the two datasets was significant (r (46) = .32; p = .027) and a gene-based analysis of the combined datasets supported GABRR2 × support interaction (p = 1.63 × 10?4). Conclusions We present a gene-based method for gene–environment interactions in a polygenic context and show that genes interact differently with particular aspects of parenting. This accentuates the importance of polygenic approaches and the need to accurately assess environmental exposure in G × E. En ligne : http://dx.doi.org/10.1111/jcpp.12766 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=326 The interacting effect of the BDNF Val66Met polymorphism and stressful life events on adolescent depression is not an artifact of gene–environment correlation: evidence from a longitudinal twin study / Jie CHEN in Journal of Child Psychology and Psychiatry, 54-10 (October 2013)
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