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Cheung RW, Austerberry C, Fearon P, Hayiou-Thomas ME, Leve LD, Shaw DS, Ganiban JM, Natsuaki MN, Neiderhieser JM, Reiss D. Disentangling genetic and environmental influences on early language development: The interplay of genetic propensity for negative emotionality and surgency, and parenting behavior effects on early language skills in an adoption study. Child Dev 2024; 95:699-720. [PMID: 37947162 PMCID: PMC11023813 DOI: 10.1111/cdev.14021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2023] [Revised: 07/22/2023] [Accepted: 09/11/2023] [Indexed: 11/12/2023]
Abstract
Parenting and children's temperament are important influences on language development. However, temperament may reflect prior parenting, and parenting effects may reflect genes common to parents and children. In 561 U.S. adoptees (57% male) and their birth and rearing parents (70% and 92% White, 13% and 4% African American, and 7% and 2% Latinx, respectively), this study demonstrated how genetic propensity for temperament affects language development, and how this relates to parenting. Genetic propensity for negative emotionality inversely predicted language at 27 months (β = -.15) and evoked greater maternal warmth (β = .12), whereas propensity for surgency positively predicted language at 4.5 years (β = .20), especially when warmth was low. Parental warmth (β = .15) and sensitivity (β = .19) further contributed to language development, controlling for common gene effects.
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Affiliation(s)
| | - Chloe Austerberry
- Department of Psychology, Centre for Family Research, University of Cambridge, Cambridge, UK
| | - Pasco Fearon
- Department of Psychology, Centre for Family Research, University of Cambridge, Cambridge, UK
- Research Department of Clinical, Educational and Health Psychology, UCL, London, UK
| | | | - Leslie D Leve
- Prevention Science Institute, University of Oregon, Eugene, Oregon, USA
| | - Daniel S Shaw
- Department of Psychology, University of Pittsburg, Pittsburgh, Pennsylvania, USA
| | - Jody M Ganiban
- Department of Psychological and Brain Sciences, George Washington University, Washington, District of Columbia, USA
| | - Misaki N Natsuaki
- Department of Psychology, University of California, Riverside, California, USA
| | - Jenae M Neiderhieser
- Department of Psychology, The Pennsylvania State University, University Park, Pennsylvania, USA
| | - David Reiss
- Yale Child Study Center, Yale School of Medicine, New Haven, Connecticut, USA
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Petrican R, Paine AL, Escott-Price V, Shelton KH. Overlapping brain correlates of superior cognition among children at genetic risk for Alzheimer's disease and/or major depressive disorder. Sci Rep 2023; 13:984. [PMID: 36653486 PMCID: PMC9849214 DOI: 10.1038/s41598-023-28057-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2022] [Accepted: 01/12/2023] [Indexed: 01/19/2023] Open
Abstract
Early life adversity (ELA) tends to accelerate neurobiological ageing, which, in turn, is thought to heighten vulnerability to both major depressive disorder (MDD) and Alzheimer's disease (AD). The two conditions are putatively related, with MDD representing either a risk factor or early symptom of AD. Given the substantial environmental susceptibility of both disorders, timely identification of their neurocognitive markers could facilitate interventions to prevent clinical onset. To this end, we analysed multimodal data from the Adolescent Brain and Cognitive Development study (ages 9-10 years). To disentangle genetic from correlated genetic-environmental influences, while also probing gene-adversity interactions, we compared adoptees, a group generally exposed to substantial ELA, with children raised by their biological families via genetic risk scores (GRS) from genome-wide association studies. AD and MDD GRSs predicted overlapping and widespread neurodevelopmental alterations associated with superior fluid cognition. Specifically, among adoptees only, greater AD GRS were related to accelerated structural maturation (i.e., cortical thinning) and higher MDD GRS were linked to delayed functional neurodevelopment, as reflected in compensatory brain activation on an inhibitory control task. Our study identifies compensatory mechanisms linked to MDD risk and highlights the potential cognitive benefits of accelerated maturation linked to AD vulnerability in late childhood.
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Affiliation(s)
- Raluca Petrican
- Institute of Population Health, Department of Psychology, University of Liverpool, Bedford Street South, Liverpool, L69 7ZA, UK.
| | - Amy L Paine
- School of Psychology, Cardiff University, 70 Park Place, Cardiff, CF10 3AT, UK
| | - Valentina Escott-Price
- Division of Neuroscience and Mental Health, School of Medicine, Cardiff University, Maindy Road, Cardiff, CF24 4HQ, UK
| | - Katherine H Shelton
- School of Psychology, Cardiff University, 70 Park Place, Cardiff, CF10 3AT, UK
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Tomlinson RC, Hyde LW, Weigard AS, Klump KL, Burt SA. The role of parenting in the intergenerational transmission of executive functioning: A genetically informed approach. Dev Psychopathol 2022; 34:1-13. [PMID: 35957575 PMCID: PMC9922338 DOI: 10.1017/s0954579422000645] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
Deficits in executive functioning both run in families and serve as a transdiagnostic risk factor for psychopathology. The present study employed twin modeling to examine parenting as an environmental pathway underlying the intergenerational transmission of executive functioning in an at-risk community sample of children and adolescents (N = 354 pairs, 167 monozygotic). Using structural equation modeling of multi-informant reports of parenting and a multi-method measure of child executive functioning, we found that better parent executive functioning related to less harsh, warmer parenting, which in turn related to better child executive functioning. Second, we assessed the etiology of executive functioning via the nuclear twin family model, finding large non-shared environmental effects (E = .69) and low-to-moderate heritability (A = .22). We did not find evidence of shared environmental effects or passive genotype-environment correlation. Third, a bivariate twin model revealed significant shared environmental overlap between both warm and harsh parenting and child executive functioning (which may indicate either passive genotype-environment correlation or environmental mediation), and non-shared environmental overlap between only harsh parenting and child executive functioning (indicating an effect of harsh parenting separable from genetic confounds). In summary, genetics contribute to the intergenerational transmission of executive functioning, with environmental mechanisms, including harsh parenting, also making unique contributions.
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Affiliation(s)
| | - Luke W. Hyde
- Department of Psychology, University of Michigan, Ann Arbor, MI, USA
| | | | - Kelly L. Klump
- Department of Psychology, Michigan State University, East Lansing, MI, USA
| | - S. Alexandra Burt
- Department of Psychology, Michigan State University, East Lansing, MI, USA
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Early home learning environment profiles and their contribution to child development in Chile. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1016/j.appdev.2022.101452] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Cumming MM, Poling DV, Patwardhan I, Ozenbaugh IC. Executive Function in Kindergarten and the Development of Behavior Competence: Moderating Role of Positive Parenting Practices. EARLY CHILDHOOD RESEARCH QUARTERLY 2022; 60:161-172. [PMID: 35990732 PMCID: PMC9390057 DOI: 10.1016/j.ecresq.2022.01.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
The present study used data from the Early Childhood Longitudinal Study-Kindergarten Cohort of 2011 (N = 15,827; 51.1% male; 48.4% White, 13.5% Black/African-American, 24.3% Hispanic/Latino, 7.5% Asian, and 6.3% other ethnicity) to examine the unique contribution of specific executive function processes (working memory and cognitive flexibility) at kindergarten entry on externalizing and internalizing behavior problems in spring of kindergarten, after controlling for fall behavior problems and demographic covariates. Due to the transition to elementary school being a critical identification and prevention period, we also focused on examining the moderating role of specific positive parenting practices (i.e., cognitive stimulation, warmth, and behavior management) on associations between child executive function processes and behavioral functioning. Results indicated working memory was negatively associated with parent-reported externalizing and teacher-rated internalizing behavior problems. Further, the association between working memory and parent-rated externalizing problems was moderated by cognitive stimulation, whereas the association between parent-rated internalizing problems was moderated by behavior management. Cognitive flexibility did not have any significant associations. We discuss implications for research and practice on how parenting practices may be leveraged to improve child outcomes.
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Affiliation(s)
| | | | - Irina Patwardhan
- Boys Town Translational Research Center for Child and Family Studies
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Ganiban JM, Liu C, Zappaterra L, An S, Natsuaki MN, Neiderhiser JM, Reiss D, Shaw DS, Leve LD. Gene × Environment Interactions in the Development of Preschool Effortful Control, and Its Implications for Childhood Externalizing Behavior. Behav Genet 2021; 51:448-462. [PMID: 34160711 PMCID: PMC8915202 DOI: 10.1007/s10519-021-10073-9] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2021] [Accepted: 06/11/2021] [Indexed: 11/27/2022]
Abstract
This study examined the role of gene × environment interaction (G × E) in the development of effortful control (EC) and externalizing symptoms (EXT). Participants included 361 adopted children, and their Adoptive Parents (APs) and Birth Mothers (BMs), drawn from the Early Growth and Development Study. The primary adoptive caregivers' (AP1) laxness and overreactivity were assessed when children were 27-months-old, and used as indices of environmental influences on EC. Heritable influences on child EC were assessed by the BMs' personality characteristics (emotion dysregulation, agreeableness). Secondary adoptive caregivers (AP2) reported on children's EC at 54 months, and EXT at 7 years. Interactions between BM characteristics and AP1 laxness were related to EC and indirectly predicted EXT via EC. Parental laxness and EC were positively associated if children had high heritable risk for poor EC (BM high emotion dysregulation or low agreeableness), but negatively associated if children had low heritable risk for poor EC (BM low emotion dysregulation or high agreeableness). BM agreeableness also moderated associations between AP1 overreactivity and effortful control, and yielded a similar pattern of results. Our findings suggest that G × E is an important first step in the development of EXT via its effect on EC. Consistent with "goodness of fit" models, heritable tendencies can affect which parenting practices best support EC development.
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Affiliation(s)
- Jody M Ganiban
- George Washington University, Washington, D.C., USA.
- Department of Psychological and Brain Sciences, George Washington University, 2125 G St., NW, Washington, D.C., 20052, USA.
| | - Chang Liu
- George Washington University, Washington, D.C., USA
| | | | - Saehee An
- George Washington University, Washington, D.C., USA
| | | | | | - David Reiss
- Yale University School of Medicine, New Haven, USA
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Cioffi CC, Griffin AM, Natsuaki MN, Shaw DS, Reiss D, Ganiban JM, Neiderhiser JM, Leve LD. The role of negative emotionality in the development of child executive function and language abilities from toddlerhood to first grade: An adoption study. Dev Psychol 2021; 57:347-360. [PMID: 33570984 PMCID: PMC7970442 DOI: 10.1037/dev0000972] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/27/2023]
Abstract
Understanding the role of negative emotionality in the development of executive functioning (EF) and language skills can help identify developmental windows that may provide promising opportunities for intervention. In addition, because EF and language skills are, in part, genetically influenced, intergenerational transmission patterns are important to consider. The prospective parent-offspring adoption design used in this study provides a unique opportunity to examine the intergenerational transmission of EF and language skills. Participants were 561 children adopted around the time of birth. Accounting for birth mother EF and language contributions, we examined the role of child negative emotionality in toddlerhood (age 9 to 27 months) and childhood (age 4.5 to 7 years) on child EF and language skills in first grade (age 7 years). There was continuity in EF from age 27 months to 7 years, and in language ability from age 27 months to 7 years, with no cross-lagged effects between child EF and language ability. Negative emotionality at age 9 months predicted lower EF and lower language abilities at age 7 years, and growth in negative emotionality from age 4.5 to 7 years predicted lower child EF at age 7 years. Overall, findings suggested that lower negative emotionality at age 9 months was associated with higher toddler and child EF and language skills and that preventing growth in negative emotionality from age 4.5 to 7 years may lead to improvements in child EF. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
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Hill T, Palacios N. The influence of parental warmth and stress on reading through approaches to learning: Racial/ethnic variation. INFANT AND CHILD DEVELOPMENT 2020. [DOI: 10.1002/icd.2210] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Tatiana Hill
- First 5 Contra Costa Children and Families Commission Concord California USA
| | - Natalia Palacios
- Curry School of Education and Human Development University of Virginia Charlottesville Virginia USA
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Affiliation(s)
| | - Nathaniel R. Riggs
- Human Development and Family StudiesColorado State University Fort Collins Colorado
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