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Zhou Q, Gidziela A, Allegrini AG, Cheesman R, Wertz J, Maxwell J, Plomin R, Rimfeld K, Malanchini M. Gene-environment correlation: the role of family environment in academic development. Mol Psychiatry 2024:10.1038/s41380-024-02716-0. [PMID: 39232197 DOI: 10.1038/s41380-024-02716-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/05/2024] [Revised: 08/20/2024] [Accepted: 08/22/2024] [Indexed: 09/06/2024]
Abstract
Academic achievement is partly heritable and highly polygenic. However, genetic effects on academic achievement are not independent of environmental processes. We investigated whether aspects of the family environment mediated genetic effects on academic achievement across development. Our sample included 5151 children who participated in the Twins Early Development Study, as well as their parents and teachers. Data on academic achievement and family environments (parenting, home environments, and geocoded indices of neighbourhood characteristics) were available at ages 7, 9, 12 and 16. We computed educational attainment polygenic scores (PGS) and further separated genetic effects into cognitive and noncognitive PGS. Three core findings emerged. First, aspects of the family environment, but not the wider neighbourhood context, consistently mediated the PGS effects on achievement across development-accounting for up to 34.3% of the total effect. Family characteristics mattered beyond socio-economic status. Second, family environments were more robustly linked to noncognitive PGS effects on academic achievement than cognitive PGS effects. Third, when we investigated whether environmental mediation effects could also be observed when considering differences between siblings, adjusting for family fixed effects, we found that environmental mediation was nearly exclusively observed between families. This is consistent with the proposition that family environmental contexts contribute to academic development via passive gene-environment correlation processes or genetic nurture. Our results show how parents tend to shape environments that foster their children's academic development partly based on their own genetic disposition, particularly towards noncognitive skills, rather than responding to each child's genetic disposition.
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Affiliation(s)
- Quan Zhou
- School of Biological and Behavioural Sciences, Queen Mary University of London, London, UK.
| | - Agnieszka Gidziela
- School of Biological and Behavioural Sciences, Queen Mary University of London, London, UK
| | - Andrea G Allegrini
- Social, Genetic & Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Rosa Cheesman
- Social, Genetic & Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
- Department of Psychology, PROMENTA Research Center, University of Oslo, Oslo, Norway
| | - Jasmin Wertz
- School of Philosophy, Psychology and Language Sciences, University of Edinburgh, Edinburgh, UK
| | - Jessye Maxwell
- Social, Genetic & Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
| | - Robert Plomin
- Social, Genetic & Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
| | - Kaili Rimfeld
- Social, Genetic & Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
- Department of Psychology, Royal Holloway, University of London, London, UK
| | - Margherita Malanchini
- School of Biological and Behavioural Sciences, Queen Mary University of London, London, UK.
- Social, Genetic & Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK.
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Malanchini M, Allegrini AG, Nivard MG, Biroli P, Rimfeld K, Cheesman R, von Stumm S, Demange PA, van Bergen E, Grotzinger AD, Raffington L, De la Fuente J, Pingault JB, Tucker-Drob EM, Harden KP, Plomin R. Genetic associations between non-cognitive skills and academic achievement over development. Nat Hum Behav 2024:10.1038/s41562-024-01967-9. [PMID: 39187715 DOI: 10.1038/s41562-024-01967-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/04/2023] [Accepted: 07/23/2024] [Indexed: 08/28/2024]
Abstract
Non-cognitive skills, such as motivation and self-regulation, are partly heritable and predict academic achievement beyond cognitive skills. However, how the relationship between non-cognitive skills and academic achievement changes over development is unclear. The current study examined how cognitive and non-cognitive skills are associated with academic achievement from ages 7 to 16 years in a sample of over 10,000 children from England and Wales. The results showed that the association between non-cognitive skills and academic achievement increased across development. Twin and polygenic scores analyses found that the links between non-cognitive genetics and academic achievement became stronger over the school years. The results from within-family analyses indicated that non-cognitive genetic effects on academic achievement could not simply be attributed to confounding by environmental differences between nuclear families, consistent with a possible role for evocative/active gene-environment correlations. By studying genetic associations through a developmental lens, we provide further insights into the role of non-cognitive skills in academic development.
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Affiliation(s)
- Margherita Malanchini
- School of Biological and Behavioural Sciences, Queen Mary University of London, London, UK.
- Social, Genetic and Developmental Psychiatry Centre, King's College London, London, UK.
| | - Andrea G Allegrini
- Social, Genetic and Developmental Psychiatry Centre, King's College London, London, UK.
- Department of Clinical, Educational and Health Psychology, University College London, London, UK.
| | - Michel G Nivard
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
| | - Pietro Biroli
- Department of Economics, Universita' di Bologna, Bologna, Italy
| | - Kaili Rimfeld
- Social, Genetic and Developmental Psychiatry Centre, King's College London, London, UK
- Royal Holloway University of London, London, UK
| | - Rosa Cheesman
- PROMENTA Research Center, Department of Psychology, University of Oslo, Oslo, Norway
| | | | - Perline A Demange
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
- PROMENTA Research Center, Department of Psychology, University of Oslo, Oslo, Norway
- Research Institute LEARN!, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
- Mental Health, Amsterdam Public Health Research Institute, Amsterdam, the Netherlands
| | - Elsje van Bergen
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
- Research Institute LEARN!, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
- Mental Health, Amsterdam Public Health Research Institute, Amsterdam, the Netherlands
| | - Andrew D Grotzinger
- Institute for Behavioral Genetics, University of Colorado Boulder, Boulder, CO, USA
| | - Laurel Raffington
- Max Planck Research Group Biosocial-Biology, Social Disparities and Development, Max Planck Institute for Human Development, Berlin, Germany
| | - Javier De la Fuente
- Department of Psychology, The University of Texas at Austin, Austin, TX, USA
| | - Jean-Baptiste Pingault
- Social, Genetic and Developmental Psychiatry Centre, King's College London, London, UK
- Department of Clinical, Educational and Health Psychology, University College London, London, UK
| | | | - K Paige Harden
- Department of Psychology, The University of Texas at Austin, Austin, TX, USA
| | - Robert Plomin
- Social, Genetic and Developmental Psychiatry Centre, King's College London, London, UK
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Zuno‐Reyes A, Pérez‐Rubio K, Flores‐González MA, Torres RJ, Dumois‐Petersen S, Figuera LE, Ringman JM, Matute E. The effect of years of schooling and age on CERAD-MX performance in Mexican preclinical carriers of the APP V717I mutation: Randomized data simulation. ALZHEIMER'S & DEMENTIA (AMSTERDAM, NETHERLANDS) 2024; 16:e12631. [PMID: 39170093 PMCID: PMC11336201 DOI: 10.1002/dad2.12631] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/19/2024] [Revised: 06/05/2024] [Accepted: 07/10/2024] [Indexed: 08/23/2024]
Abstract
INTRODUCTION We aimed to determine the effect of years of schooling (YoS) and age on the Mexican adaptation of the Consortium to Establish a Registry for Alzheimer's Disease (CERAD-MX) scores in preclinical carriers group (PCG) and non-carriers group (NCG) of the APP V717I mutation. METHODS We included 39 first-degree Mexican relatives of APP V717I carriers (PCG = 15; NCG = 24). We report eight CERAD-MX tasks: Mini-Mental State Examination (MMSE), Word List Learning (WLL), Delayed Recall (WLD) and Recognition (WLR), Constructional Praxis Copy (CPC) and Recall (CPR), Semantic Verbal Fluency (SVF), and Verbal Boston Naming (VBN), comparing both groups' performance and simulating new samples' random vectors by inverse transform sampling. RESULTS PCG and NCG performed similarly on CERAD-MX. In both groups, YoS and age influence all z scores. A positive age effect resulted for PCG on CPC and SVF; for the NCG on MMSE, SVF, and VBN. DISCUSSION All tasks are influenced by YoS. Higher YoS/younger age or YoS/older age interactions affected different tasks, suggesting that YoS confounds outcomes. Highlights Years of schooling (YoS) and age affect the Mexican adaptation of the Consortium to Establish a Registry for Alzheimer's Disease scores of APP V717I preclinical carriers.Preclinical carriers underperformed non-carriers on Constructional Praxis Recall.Fewer YoS emerges as a confounding variable when detecting cognitive failures.Younger participants in both groups overperformed the older ones in the Memory tasks.Randomized data simulation increases statistical power when analyzing rare diseases.
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Affiliation(s)
| | | | | | | | | | - Luis E. Figuera
- División de Genética, CIBO‐IMSS & Doctorado en Genética HumanaCUCS‐Universidad de GuadalajaraJaliscoMéxico
| | - John M. Ringman
- Alzheimer's Disease Research CenterDepartment of NeurologyKeck School of Medicine at USCLos AngelesCaliforniaUSA
| | - Esmeralda Matute
- Instituto de Neurociencias CUCBAUniversidad de GuadalajaraJaliscoMéxico
- Departamento de Estudios en EducaciónCUCSH, Universidad de GuadalajaraJaliscoMéxico
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Ganesan K, Thompson A, Smid CR, Cañigueral R, Li Y, Revill G, Puetz V, Bernhardt BC, Dosenbach NUF, Kievit R, Steinbeis N. Cognitive control training with domain-general response inhibition does not change children's brains or behavior. Nat Neurosci 2024; 27:1364-1375. [PMID: 38834704 PMCID: PMC11239524 DOI: 10.1038/s41593-024-01672-w] [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: 07/21/2023] [Accepted: 05/03/2024] [Indexed: 06/06/2024]
Abstract
Cognitive control is required to organize thoughts and actions and is critical for the pursuit of long-term goals. Childhood cognitive control relates to other domains of cognitive functioning and predicts later-life success and well-being. In this study, we used a randomized controlled trial to test whether cognitive control can be improved through a pre-registered 8-week intervention in 235 children aged 6-13 years targeting response inhibition and whether this leads to changes in multiple behavioral and neural outcomes compared to a response speed training. We show long-lasting improvements of closely related measures of cognitive control at the 1-year follow-up; however, training had no impact on any behavioral outcomes (decision-making, academic achievement, mental health, fluid reasoning and creativity) or neural outcomes (task-dependent and intrinsic brain function and gray and white matter structure). Bayesian analyses provide strong evidence of absent training effects. We conclude that targeted training of response inhibition does little to change children's brains or their behavior.
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Affiliation(s)
- Keertana Ganesan
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Abigail Thompson
- Division of Psychology and Language Sciences, University College London, London, UK
- Evidence Based Practice Unit, Anna Freud National Centre for Children and Families, London, UK
| | - Claire R Smid
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Roser Cañigueral
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Yongjing Li
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Grace Revill
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Vanessa Puetz
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Boris C Bernhardt
- Department of Neurology and Neurosurgery, McConnell Brain Imaging Centre, McGill University, Montreal, Quebec, Canada
| | - Nico U F Dosenbach
- Mallinckrodt Institute of Radiology, Washington University School of Medicine, St. Louis, MO, USA
- Department of Neurology, Washington University School of Medicine, St. Louis, MO, USA
- Department of Biomedical Engineering, Washington University in St. Louis, St. Louis, MO, USA
- Department of Psychological and Brain Sciences, Washington University in St. Louis, St. Louis, MO, USA
- Department of Pediatrics, Washington University School of Medicine, St. Louis, MO, USA
| | - Rogier Kievit
- Department of Cognitive Neuroscience, Donders Institute for Brain, Cognition and Behavior, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Nikolaus Steinbeis
- Division of Psychology and Language Sciences, University College London, London, UK.
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5
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Markkula A, Igelström K, Zhang H, Capusan AJ. Paternal intelligence affects school grades in children with and without ADHD - a register-based study. Eur Child Adolesc Psychiatry 2024:10.1007/s00787-024-02510-x. [PMID: 38935133 DOI: 10.1007/s00787-024-02510-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/06/2023] [Accepted: 06/17/2024] [Indexed: 06/28/2024]
Abstract
ADHD profoundly impacts educational attainment, quality of life, and health in young adults. However, certain subgroups of ADHD patients seem to do quite well, potentially due to differences in intelligence and socioeconomic status. Here we used paternal intelligence from the Swedish Defence Conscription and Assessment register, to investigate the role of genetic propensity for intelligence, on school performance in a large cohort of ADHD patients and matched controls. Patients treated for ADHD in Linköping, Sweden between 1995 and 2020 (n = 3262), sex- and age-matched controls (n = 9591) as well as their parents and siblings were identified using regional and national registers. Socioeconomic and demographic data, ADHD diagnosis and treatment and school grades at age 16 for the study population were extracted from Swedish National registers. We explored the associations between paternal intelligence and child school performance using linear mixed models and mediation analyses, taking a wide range of potential covariates into account. Results indicate that paternal intelligence was positively associated with standardized school grades in their offspring (Zadjusted=0.09, 95%CI 0.07, 0.10). This effect was present in both ADHD patients and controls, but ADHD patients had significantly lower standardized grades (Zadjusted=-1.03, 95%CI -1.08, -0.98). Child ADHD did not serve as a mediator for how paternal intelligence affected school grades. Our findings indicate that ADHD prevents children from reaching their academic potential at all levels of paternal intelligence. Increased understanding of the contributions of ADHD, intelligence, and SES to functional outcomes can help clinicians to better personalize interventions to the unique preconditions in each patient.
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Affiliation(s)
- Andrea Markkula
- Division of Psychiatrics & Rehabilitation & Diagnostics, Department of Child and Adolescent Psychiatry, Ryhov County Hospital, Jönköping, Sweden.
- Department of Child and Adolescent Psychiatry in Linköping, Department of Biomedical and Clinical Sciences, Linköping University, Linköping, Sweden.
| | - Kajsa Igelström
- Division of Neurobiology, Department of Biomedical and Clinical Sciences, University Hospital Campus, Linköping University, Linköping, Sweden
| | - He Zhang
- Faculty of Medicine and Health Sciences, Forum Östergötland, Linköping University, Linköping, Sweden
- Center for Social and Affective Neuroscience, Department of Biomedical and Clinical Sciences, Linköping University, Linköping, Sweden
| | - Andrea Johansson Capusan
- Center for Social and Affective Neuroscience, Department of Biomedical and Clinical Sciences, Linköping University, Linköping, Sweden
- Department of Psychiatry in Linköping, Department of Biomedical and Clinical Sciences, Linköping University, Linköping, Sweden
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6
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Morris TT, von Hinke S, Pike L, Ingram NR, Davey Smith G, Munafò MR, Davies NM. Implications of the genomic revolution for education research and policy. BRITISH EDUCATIONAL RESEARCH JOURNAL 2024; 50:923-943. [PMID: 38974368 PMCID: PMC11225938 DOI: 10.1002/berj.3784] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Accepted: 03/04/2022] [Indexed: 07/09/2024]
Abstract
Research at the intersection of social science and genomics, 'sociogenomics', is transforming our understanding of the interplay between genomics, individual outcomes and society. It has interesting and maybe unexpected implications for education research and policy. Here we review the growing sociogenomics literature and discuss its implications for educational researchers and policymakers. We cover key concepts and methods in genomic research into educational outcomes, how genomic data can be used to investigate social or environmental effects, the methodological strengths and limitations of genomic data relative to other observational social data, the role of intergenerational transmission and potential policy implications. The increasing availability of genomic data in studies can produce a wealth of new evidence for education research. This may provide opportunities for disentangling the environmental and genomic factors that influence educational outcomes and identifying potential mechanisms for intervention.
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Affiliation(s)
- Tim T. Morris
- Medical Research Council Integrative Epidemiology UnitUniversity of BristolBristolUK
- Population Health SciencesBristol Medical SchoolUniversity of BristolOakfield GroveBarley HouseBristolUK
| | - Stephanie von Hinke
- Medical Research Council Integrative Epidemiology UnitUniversity of BristolBristolUK
- School of EconomicsUniversity of BristolUK
- Erasmus School of EconomicsErasmus University RotterdamRotterdamThe Netherlands
| | - Lindsey Pike
- Medical Research Council Integrative Epidemiology UnitUniversity of BristolBristolUK
- Population Health SciencesBristol Medical SchoolUniversity of BristolOakfield GroveBarley HouseBristolUK
| | | | - George Davey Smith
- Medical Research Council Integrative Epidemiology UnitUniversity of BristolBristolUK
- Population Health SciencesBristol Medical SchoolUniversity of BristolOakfield GroveBarley HouseBristolUK
| | - Marcus R. Munafò
- Medical Research Council Integrative Epidemiology UnitUniversity of BristolBristolUK
- School of Psychological ScienceUniversity of BristolBristolUK
| | - Neil M. Davies
- Medical Research Council Integrative Epidemiology UnitUniversity of BristolBristolUK
- Population Health SciencesBristol Medical SchoolUniversity of BristolOakfield GroveBarley HouseBristolUK
- K.G. Jebsen Center for Genetic EpidemiologyDepartment of Public Health and NursingNorwegian University of Science and TechnologyTrondheimNorway
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Nadarajah K, Somat A, Baeyens C, Pansu P. How social background and interest in science are linked to junior high school students' perceptions of the ecological transition. Front Psychol 2024; 15:1360166. [PMID: 38680282 PMCID: PMC11046707 DOI: 10.3389/fpsyg.2024.1360166] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/28/2023] [Accepted: 03/12/2024] [Indexed: 05/01/2024] Open
Abstract
Junior high school students are tomorrow's key protagonists in the ecological transition. They need enlightened education to face the uncertainty and challenges of climate change. The development of climate change education programs requires a clear understanding of how young people perceive the issue. This study deals with social representations. Its aim was to understand how social background and interest in science are linked to the way young people perceive the concept of the ecological transition. Four hundred twenty-nine junior high school students took part in this study. Data were collected and subjected to prototypical analysis and factorial correspondence analysis. Three main findings emerged from the analysis: (1) the participants had significant knowledge of the ecological transition, (2) their awareness of the social aspects of climate change was limited, and (3) their representations of the ecological transition were linked to their interest in science and their parents' social background. To conclude, these results underline the importance of educating all social classes about effective solutions for the ecological transition. Our findings also highlight the need to consider existing representations and prior knowledge when designing educational programs on climate change issues.
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Affiliation(s)
- Kévin Nadarajah
- Laboratoire de Recherche sur les Apprentissages en Contexte (LaRAC), Univ. Grenoble Alpes, Grenoble, France
- Laboratoire de Psychologie: Cognition, Comportement, Communication (LP3C), Psychology, Rennes 2 University, Rennes, France
| | - Alain Somat
- Laboratoire de Psychologie: Cognition, Comportement, Communication (LP3C), Psychology, Rennes 2 University, Rennes, France
| | - Céline Baeyens
- Laboratoire Inter-Universitaire de Psychologie, Personnalité, Cognition, Changement Social (LIP/PC2S), Univ. Grenoble Alpes, Univ. Savoie Mont Blanc, Grenoble, France
| | - Pascal Pansu
- Laboratoire de Recherche sur les Apprentissages en Contexte (LaRAC), Univ. Grenoble Alpes, Grenoble, France
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Li D, Zhou L, Cao Z, Wang J, Yang H, Lyu M, Zhang Y, Yang R, Wang J, Bian Y, Xu W, Wang Y. Associations of environmental factors with neurodegeneration: An exposome-wide Mendelian randomization investigation. Ageing Res Rev 2024; 95:102254. [PMID: 38430933 DOI: 10.1016/j.arr.2024.102254] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/18/2023] [Revised: 02/26/2024] [Accepted: 02/26/2024] [Indexed: 03/05/2024]
Abstract
Neurodegenerative diseases (NDDs) remain a global health challenge. Previous studies have reported potential links between environmental factors and NDDs, however, findings remain controversial across studies and elusive to be interpreted as evidence of robust causal associations. In this study, we comprehensively explored the causal associations of the common environmental factors with major NDDs including Alzheimer's disease (AD), Parkinson's disease (PD), amyotrophic lateral sclerosis (ALS), and multiple sclerosis (MS), based on updated large-scale genome-wide association study data through two-sample Mendelian randomization (MR) approach. Our results indicated that, overall, 28 significant sets of exposure-outcome causal association evidence were detected, 12 of which were previously underestimated and newly identified, including average weekly beer plus cider intake, strenuous sports or other exercises, diastolic blood pressure, and body fat percentage with AD, alcohol intake frequency with PD, apolipoprotein B, systolic blood pressure, and forced expiratory volume in 1 s (FEV1) with ALS, and alcohol intake frequency, hip circumference, forced vital capacity, and FEV1 with MS. Moreover, the causal effects of several environmental factors on NDDs were found to overlap. From a triangulation perspective, our investigation provided insights into understanding the associations of environmental factors with NDDs, providing causality-oriented evidence to establish the risk profile of NDDs.
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Affiliation(s)
- Dun Li
- School of Integrative Medicine, Tianjin University of Traditional Chinese Medicine, Tianjin 301617, China
| | - Lihui Zhou
- School of Public Health, Tianjin Medical University, Tianjin 300070, China
| | - Zhi Cao
- School of Public Health, Zhejiang University School of Medicine, Hangzhou 310058, China
| | - Jida Wang
- School of Integrative Medicine, Tianjin University of Traditional Chinese Medicine, Tianjin 301617, China
| | - Hongxi Yang
- School of Basic Medical Sciences, Tianjin Medical University, Tianjin 300070, China
| | - Mingqian Lyu
- Department of Computer Science, RWTH Aachen University, Aachen, 52062, Germany
| | - Yuan Zhang
- Raymond G. Perelman Center for Cellular and Molecular Therapeutics, Children's Hospital of Philadelphia, Philadelphia, PA 19104, USA
| | - Rongrong Yang
- Public Health Science and Engineering College, Tianjin University of Traditional Chinese Medicine, Tianjin 301617, China
| | - Ju Wang
- School of Biomedical Engineering, Tianjin Medical University, Tianjin 300070, China
| | - Yuhong Bian
- School of Integrative Medicine, Tianjin University of Traditional Chinese Medicine, Tianjin 301617, China
| | - Weili Xu
- Aging Research Center, Department of Neurobiology, Health Care Sciences and Society Karolinska Institutet and Stockholm University, Stockholm 171 65, Sweden
| | - Yaogang Wang
- School of Integrative Medicine, Tianjin University of Traditional Chinese Medicine, Tianjin 301617, China; School of Public Health, Tianjin Medical University, Tianjin 300070, China; Public Health Science and Engineering College, Tianjin University of Traditional Chinese Medicine, Tianjin 301617, China; National Institute of Health Data Science at Peking University, Peking University, Beijing 100191, China.
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9
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Ericsson M, Finch B, Karlsson IK, Gatz M, Reynolds CA, Pedersen NL, Mosing MA. Educational Influences on Late-Life Health: Genetic Propensity and Attained Education. J Gerontol B Psychol Sci Soc Sci 2024; 79:gbad153. [PMID: 37862467 PMCID: PMC10745256 DOI: 10.1093/geronb/gbad153] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2023] [Indexed: 10/22/2023] Open
Abstract
OBJECTIVES The educational gradient in late-life health is well established. Despite this, there are still ambiguities concerning the role of underlying confounding by genetic influences and gene-environment (GE) interplay. Here, we investigate the role of educational factors (attained and genetic propensities) on health and mortality in late life using genetic propensity for educational attainment (as measured by a genome-wide polygenic score, PGSEdu) and attained education. METHODS By utilizing genetically informative twin data from the Swedish Twin Registry (n = 14,570), we investigated influences of the educational measures, familial confounding as well as the possible presence of passive GE correlation on both objective and subjective indicators of late-life health, that is, the Frailty Index, Multimorbidity, Self-rated health, cardiovascular disease, and all-cause mortality. RESULTS Using between-within models to adjust for shared familial factors, we found that the relationship between educational level and health and mortality later in life persisted despite controlling for familial confounding. PGSEdu and attained education both uniquely predicted late-life health and mortality, even when mutually adjusted. Between-within models of PGSEdu on the health outcomes in dizygotic twins showed weak evidence for passive GE correlation (prGE) in the education-health relationship. DISCUSSION Both genetic propensity to education and attained education are (partly) independently associated with health in late life. These results lend further support for a causal education-health relationship but also raise the importance of genetic contributions and GE interplay.
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Affiliation(s)
- Malin Ericsson
- Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, Stockholm, Sweden
- Aging Research Center, Karolinska Institutet & Stockholm University, Stockholm, Sweden
| | - Brian Finch
- Center for Social and Economic Research, University of Southern California, Los Angeles, California, USA
| | - Ida K Karlsson
- Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, Stockholm, Sweden
| | - Margaret Gatz
- Center for Social and Economic Research, University of Southern California, Los Angeles, California, USA
| | - Chandra A Reynolds
- Department of Psychology, University of California, Riverside, Riverside, California, USA
| | - Nancy L Pedersen
- Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, Stockholm, Sweden
| | - Miriam A Mosing
- Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, Stockholm, Sweden
- Department of Cognitive Neuropsychology, Max Planck Institute for Empirical Aesthetics, Frankurt, Germany
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10
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Taraban L, Shaw DS, Morris PA, Mendelsohn AL. An exploration of the domain specificity of maternal sensitivity among a diverse sample in the infancy period: Unique paths to child outcomes. Child Dev 2024; 95:e60-e73. [PMID: 37612891 DOI: 10.1111/cdev.14000] [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: 07/18/2022] [Revised: 07/04/2023] [Accepted: 07/12/2023] [Indexed: 08/25/2023]
Abstract
Maternal sensitivity during an observed mother-child clean-up task at 18 months and maternal sensitivity during an observed mother-child free-play task at 18 months were tested as independent predictors of child internalizing symptoms, externalizing symptoms, social competence, and language development at 24 months. Participants (n = 292 mothers) were recruited between 2015 and 2017, and were low-income (mean annual income = $19,136) and racially and ethnically diverse (43.8% Black; 44.2% Latinx). Maternal sensitivity during clean-up was a significant predictor of all social-emotional outcomes, and a unique predictor of child internalizing symptoms. Maternal sensitivity during free-play was a unique predictor of child language. Results suggest that context-specific subtypes of maternal sensitivity may differentially relate to early child outcomes.
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Affiliation(s)
- Lindsay Taraban
- Department of Psychology, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
| | - Daniel S Shaw
- Department of Psychology, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
| | - Pamela A Morris
- Department of Applied Psychology, New York University Steinhardt School of Culture, Education and Human Development, New York, New York, USA
| | - Alan L Mendelsohn
- Department of Pediatrics, New York University School of Medicine, New York, New York, USA
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Hurtado H, Hansen M, Strack J, Vainik U, Decker AL, Khundrakpam B, Duncan K, Finn AS, Mabbott DJ, Merz EC. Polygenic risk for depression and anterior and posterior hippocampal volume in children and adolescents. J Affect Disord 2024; 344:619-627. [PMID: 37858734 PMCID: PMC10842073 DOI: 10.1016/j.jad.2023.10.068] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/07/2023] [Revised: 09/25/2023] [Accepted: 10/09/2023] [Indexed: 10/21/2023]
Abstract
BACKGROUND Depression has frequently been associated with smaller hippocampal volume. The hippocampus varies in function along its anterior-posterior axis, with the anterior hippocampus more strongly associated with stress and emotion processing. The goals of this study were to examine the associations among parental history of anxiety/depression, polygenic risk scores for depression (PGS-DEP), and anterior and posterior hippocampal volumes in children and adolescents. To examine specificity to PGS-DEP, we examined associations of educational attainment polygenic scores (PGS-EA) with anterior and posterior hippocampal volume. METHODS Participants were 350 3- to 21-year-olds (46 % female). PGS-DEP and PGS-EA were computed based on recent, large-scale genome-wide association studies. High-resolution, T1-weighted magnetic resonance imaging (MRI) data were acquired, and a semi-automated approach was used to segment the hippocampus into anterior and posterior subregions. RESULTS Children and adolescents with higher polygenic risk for depression were more likely to have a parent with a history of anxiety/depression. Higher polygenic risk for depression was significantly associated with smaller anterior but not posterior hippocampal volume. PGS-EA was not associated with anterior or posterior hippocampal volumes. LIMITATIONS Participants in these analyses were all of European ancestry. CONCLUSIONS Polygenic risk for depression may lead to smaller anterior but not posterior hippocampal volume in children and adolescents, and there may be specificity of these effects to PGS-DEP rather than PGS-EA. These findings may inform the earlier identification of those in need of support and the design of more effective, personalized treatment strategies. DECLARATIONS OF INTEREST none. DECLARATIONS OF INTEREST None.
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Affiliation(s)
- Hailee Hurtado
- Department of Psychology, Colorado State University, Fort Collins, CO, USA
| | - Melissa Hansen
- Department of Psychology, Colorado State University, Fort Collins, CO, USA
| | - Jordan Strack
- Department of Psychology, Colorado State University, Fort Collins, CO, USA
| | - Uku Vainik
- University of Tartu, Tartu, Estonia; Montreal Neurological Institute, McGill University, Montreal, QC, Canada
| | - Alexandra L Decker
- Department of Brain and Cognitive Sciences and McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA, USA
| | | | - Katherine Duncan
- Department of Psychology, University of Toronto, Toronto, ON, Canada
| | - Amy S Finn
- Department of Psychology, University of Toronto, Toronto, ON, Canada
| | - Donald J Mabbott
- Department of Psychology, University of Toronto, Toronto, ON, Canada.; Neurosciences and Mental Health, Hospital for Sick Children, Toronto, ON, Canada.; Department of Psychology, Hospital for Sick Children, Toronto, ON, Canada
| | - Emily C Merz
- Department of Psychology, Colorado State University, Fort Collins, CO, USA.
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12
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Zhang K, Xu X, You H. Social causation, social selection, and economic selection in the health outcomes of Chinese older adults and their gender disparities. SSM Popul Health 2023; 24:101508. [PMID: 37720820 PMCID: PMC10500472 DOI: 10.1016/j.ssmph.2023.101508] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/02/2023] [Revised: 08/26/2023] [Accepted: 09/02/2023] [Indexed: 09/19/2023] Open
Abstract
Background The economic selection hypothesis, which argues that the initial economic situation determines both subsequent health and economic conditions, has been drawn into the debate on causation-selection issues. This study aims to construct a path model with self-rated health and depression score of older adults as health outcomes to measure and compare the social causation forces of wealth accumulation, social selection forces of adulthood health, and economic selection forces of childhood economics, and to examine their gender disparities. Methods Data was obtained from a sample of 19613 older adults aged 45 years or above from the 2014 life history survey and the 2015 routine follow-up survey of the China Health and Retirement Longitudinal Study. Structural equation modeling analysis was conducted employing the full information maximum likelihood estimation method. Results The presence of social causation, social selection, and economic selection were all statistically supported. In self-rated health, social selection forces held the dominant position, while social causation forces were comparable to economic selection forces. In depression score, social selection still exhibited stronger forces than economic selection, but social causation had forces close to social selection and greater than economic selection. The forces of the three hypotheses in self-rated health did not significantly change with gender, but social causation exerted mightier forces than economic selection within the male group, unlike the female group. The forces of economic selection in depression score were greater in females than males and no significant differences were observed among the forces of the three hypotheses in the female group. Conclusions Social causation, social selection, and economic selection operate simultaneously on the self-rated health and depression score of older adults. However, the force magnitudes of the three hypotheses and/or their rankings differ by health outcomes and gender.
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Affiliation(s)
- Kangkang Zhang
- School of Health Policy & Management, Nanjing Medical University, Nanjing, China
| | - Xinpeng Xu
- School of Public Health, Nanjing Medical University, Nanjing, China
- Institute of Healthy Jiangsu Development, Nanjing Medical University, Nanjing, China
| | - Hua You
- School of Health Policy & Management, Nanjing Medical University, Nanjing, China
- School of Public Health, Nanjing Medical University, Nanjing, China
- Institute of Healthy Jiangsu Development, Nanjing Medical University, Nanjing, China
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13
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Malanchini M, Allegrini AG, Nivard MG, Biroli P, Rimfeld K, Cheesman R, von Stumm S, Demange PA, van Bergen E, Grotzinger AD, Raffington L, De la Fuente J, Pingault JB, Harden KP, Tucker-Drob EM, Plomin R. Genetic contributions of noncognitive skills to academic development. BIORXIV : THE PREPRINT SERVER FOR BIOLOGY 2023:2023.04.03.535380. [PMID: 37066409 PMCID: PMC10103958 DOI: 10.1101/2023.04.03.535380] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/18/2023]
Abstract
Noncognitive skills such as motivation and self-regulation, are partly heritable and predict academic achievement beyond cognitive skills. However, how the relationship between noncognitive skills and academic achievement changes over development is unclear. The current study examined how cognitive and noncognitive skills contribute to academic achievement from ages 7 to 16 in a sample of over 10,000 children from England and Wales. Noncognitive skills were increasingly predictive of academic achievement across development. Twin and polygenic scores analyses found that the contribution of noncognitive genetics to academic achievement became stronger over the school years. Results from within-family analyses indicated that associations with noncognitive genetics could not simply be attributed to confounding by environmental differences between nuclear families and are consistent with a possible role for evocative/active gene-environment correlations. By studying genetic effects through a developmental lens, we provide novel insights into the role of noncognitive skills in academic development.
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Affiliation(s)
- Margherita Malanchini
- School of Biological and Behavioural Sciences, Queen Mary University of London, United Kingdom
- Social, Genetic and Developmental Psychiatry Centre, King’s College London, United Kingdom
| | - Andrea G. Allegrini
- Social, Genetic and Developmental Psychiatry Centre, King’s College London, United Kingdom
- Department of Clinical, Educational and Health Psychology, University College London, United Kingdom
| | - Michel G. Nivard
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
| | - Pietro Biroli
- Department of Economics, Universita’ di Bologna, Bologna, Italy
| | - Kaili Rimfeld
- Social, Genetic and Developmental Psychiatry Centre, King’s College London, United Kingdom
- Royal Holloway University of London, United Kingdom
| | - Rosa Cheesman
- PROMENTA Research Center, Department of Psychology, University of Oslo, Oslo, Norway
| | | | - Perline A. Demange
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
- Research Institute LEARN!, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
- Amsterdam Public Health Research Institute, Mental Health, Amsterdam, the Netherlands
| | - Elsje van Bergen
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
- Research Institute LEARN!, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
- Amsterdam Public Health Research Institute, Mental Health, Amsterdam, the Netherlands
| | - Andrew D. Grotzinger
- Institute for Behavioral Genetics, University of Colorado Boulder, United States
| | - Laurel Raffington
- Max Planck Research Group Biosocial – Biology, Social Disparities, and Development; Max Planck Institute for Human Development, Berlin, Germany
| | | | - Jean-Baptiste Pingault
- Department of Clinical, Educational and Health Psychology, University College London, United Kingdom
| | - K. Paige Harden
- Department of Psychology, The University of Texas at Austin, United States
| | | | - Robert Plomin
- Social, Genetic and Developmental Psychiatry Centre, King’s College London, United Kingdom
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14
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Lima JFDB, Lima RJCP, Batalha MA, da Silva AAM, Ribeiro MRC, Batista RFL. Do childhood depressive symptoms interfere with intelligence in adulthood? Rev Saude Publica 2023; 57:64. [PMID: 37878850 PMCID: PMC10519686 DOI: 10.11606/s1518-8787.2023057004918] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2022] [Accepted: 08/19/2022] [Indexed: 10/27/2023] Open
Abstract
OBJECTIVE To investigate the effects of depressive symptoms in childhood on the intellectual development of young adults. METHODS Study conducted with a birth cohort of São Luís, Maranhão, Brazil, composed of 339 participants evaluated between 7 and 9 years and between 18 and 19 years. Structural equation modeling (young adult education, sex, race/color) and childhood variables (nutritional status, depressive symptoms, cognitive function, head of household's and mother's education, family income) were used. In addition, head of household's occupation, mother's age, and presence of partner were tested as determinants of adults' intelligence quotient (IQ). RESULTS Presence of depressive symptoms in childhood triggered a reduction of 0.342 in standard deviation (SD) and -3.83 points in the average IQ of adults (p-value < 0.001). Cognitive function in childhood had a total and direct positive effect (standardized coefficient [SC] = 0.701; p-value < 0.001) on IQ, increasing 7.84 points with each increase in level. A positive indirect effect of child nutritional status (SC = 0.194; p-value = 0.045), head of household's (SC = 0.162; p-value = 0.036), and mother's education was identified, the latter mediated by cognitive function in childhood (SC = 0.215; p-value = 0.012) on the IQ of young people. CONCLUSION Presence of depressive symptoms in childhood triggered a long-term negative effect on intelligence, reducing the IQ score in adulthood.
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Affiliation(s)
- Janielle Ferreira de Brito Lima
- Universidade Federal do MaranhãoDepartamento de Saúde PúblicaSão LuísMABrazil Universidade Federal do Maranhão. Departamento de Saúde Pública. São Luís, MA, Brasil. São Luís, MA, Brazil.
| | - Raina Jansen Cutrim Propp Lima
- Universidade Federal do MaranhãoDepartamento de Saúde PúblicaSão LuísMABrazil Universidade Federal do Maranhão. Departamento de Saúde Pública. São Luís, MA, Brasil. São Luís, MA, Brazil.
| | - Mônica Araújo Batalha
- Universidade Federal do MaranhãoDepartamento de Saúde PúblicaSão LuísMABrazil Universidade Federal do Maranhão. Departamento de Saúde Pública. São Luís, MA, Brasil. São Luís, MA, Brazil.
| | - Antônio Augusto Moura da Silva
- Universidade Federal do MaranhãoDepartamento de Saúde PúblicaSão LuísMABrazil Universidade Federal do Maranhão. Departamento de Saúde Pública. São Luís, MA, Brasil. São Luís, MA, Brazil.
| | - Marizélia Rodrigues Costa Ribeiro
- Universidade Federal do MaranhãoDepartamento de Saúde PúblicaSão LuísMABrazil Universidade Federal do Maranhão. Departamento de Saúde Pública. São Luís, MA, Brasil. São Luís, MA, Brazil.
| | - Rosângela Fernandes Lucena Batista
- Universidade Federal do MaranhãoDepartamento de Saúde PúblicaSão LuísMABrazil Universidade Federal do Maranhão. Departamento de Saúde Pública. São Luís, MA, Brasil. São Luís, MA, Brazil.
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15
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Alexander N, Illius S, Feyerabend D, Wacker J, Liszkowski U. Don't miss the chance to reap the fruits of recent advances in behavioral genetics. Behav Brain Sci 2023; 46:e208. [PMID: 37694995 DOI: 10.1017/s0140525x22002497] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/12/2023]
Abstract
In her target article, Burt revives a by now ancient debate on nature and nurture, and the ways to measure, disentangle, and ultimately trust one or the other of these forces. Unfortunately, she largely dismisses recent advances in behavior genetics and its huge potential in contributing to a better prediction and understanding of complex traits in social sciences.
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Affiliation(s)
- Nina Alexander
- Department of Psychiatry and Psychotherapy, Philipps University Marburg, Marburg, Germany. ; UKGM Gießen/Marburg-Team
- Center for Mind, Brain and Behavior, Philipps University Marburg, Marburg, Germany
| | - Sabrina Illius
- Department of Psychology, Faculty of Human Sciences, Medical School Hamburg, Hamburg, Germany
- ICAN Institute for Cognitive and Affective Neuroscience, Medical School Hamburg, Hamburg, Germany
| | - Dennis Feyerabend
- Department of Developmental Psychology, University of Hamburg, Hamburg, Germany
| | - Jan Wacker
- Department of Differential Psychology and Psychological Assessment, University of Hamburg, Hamburg, Germany ; https://www.koku.uni-hamburg.de/en/koku-team/liszkowski.html
| | - Ulf Liszkowski
- Department of Developmental Psychology, University of Hamburg, Hamburg, Germany
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16
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Short DS, McLean JF. The relationship between numerical mapping abilities, maths achievement and socioeconomic status in 4- and 5-year-old children. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2023; 93:641-657. [PMID: 36645028 DOI: 10.1111/bjep.12582] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2021] [Accepted: 12/24/2022] [Indexed: 01/17/2023]
Abstract
BACKGROUND Early numeracy skills are associated with academic and life-long outcomes. Children from low-income backgrounds typically have poorer maths outcomes, and their learning can already be disadvantaged before they begin formal schooling. Understanding the relationship between the skills that support the acquisition of early maths skills could scaffold maths learning and improve life chances. AIMS The present study aimed to examine how the ability of children from different SES backgrounds to map between symbolic (Arabic numerals) and non-symbolic (dot arrays) at two difficulty ratios related to their math performance. SAMPLE Participants were 398 children in their first year of formal schooling (Mean age = 60 months), and 75% were from low SES backgrounds. METHOD The children completed symbolic to non-symbolic and non-symbolic to symbolic mapping tasks at two difficulty ratios (1:2; 2:3) plus standardized maths tasks. RESULTS The results showed that all the children performed better for symbolic to non-symbolic mapping and when the ratio was 1:2. Mapping task performance was significantly related to maths task achievement, but low-SES children showed significantly lower performance on all tasks. CONCLUSION The results suggest that mapping tasks could be a useful way to identify children at risk of low maths attainment.
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Affiliation(s)
- Dawn S Short
- Division of Psychology, Abertay University, Dundee, UK
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17
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Guimond FA, Brendgen M, Vitaro F, Dionne G, Boivin M. Teachers' behaviour and children's academic achievement: Evidence of gene-environment interactions. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2023; 93:167-182. [PMID: 36086861 DOI: 10.1111/bjep.12546] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2022] [Accepted: 08/17/2022] [Indexed: 12/01/2022]
Abstract
BACKGROUND Children's academic achievement is considerably influenced by genetic factors, which rarely operate independently of environmental influences such as teachers' behaviour. Praise and punitive discipline are commonly used management strategies by teachers. However, their effects on the genetic expression of children's academic achievement are still unclear. AIMS This study examined potential gene-environment interactions in the associations between children's estimated genetic disposition for academic achievement and teachers' use of praise and punitive discipline in predicting academic achievement. SAMPLE The participants were 165 twin pairs in sixth grade (M = 12.1 years). METHODS Teachers reported on children's academic achievement, as well as on their own behaviour. RESULTS Multilevel regression analyses showed significant interactions between children's estimated genetic disposition for academic achievement and teachers' use of praise and punitive discipline, respectively, in predicting academic achievement. These interactions indicated an enhancement process, suggesting that genetically advantaged children are those most likely to benefit from regular praise and infrequent punishments from their teacher. Moreover, genetically advantaged children were not more (nor less) likely to receive praise or punishments than other students. However, students from underprivileged backgrounds were less likely to receive praise from their teachers. CONCLUSIONS The results emphasize the importance of teachers' regular use of praise and infrequent punitive discipline to help genetically advantaged children reach their full potential. Future studies should investigate other protective factors of the school environment that might reduce the role of genetic influences that undermine disadvantaged youth's academic achievement.
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Affiliation(s)
| | - Mara Brendgen
- Department of Psychology, University of Quebec at Montreal, Montreal, Quebec, Canada.,Ste. Justine Hospital Research Centre, Montreal, Quebec, Canada
| | - Frank Vitaro
- Ste. Justine Hospital Research Centre, Montreal, Quebec, Canada.,School of Psycho-education, University of Montreal, Montreal, Quebec, Canada
| | - Ginette Dionne
- Department of Psychology, Laval University, Quebec City, Quebec, Canada
| | - Michel Boivin
- Department of Psychology, Laval University, Quebec City, Quebec, Canada
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18
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Fujii DEM. Incorporating Intersectionality in Neuropsychology: Moving the Discipline Forward. ARCHIVES OF CLINICAL NEUROPSYCHOLOGY : THE OFFICIAL JOURNAL OF THE NATIONAL ACADEMY OF NEUROPSYCHOLOGISTS 2023; 38:154-167. [PMID: 36151723 DOI: 10.1093/arclin/acac075] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/12/2022] [Indexed: 01/25/2023]
Abstract
OBJECTIVE Intersectionality is the interface between a person's identities in relation to social systems and institutional discrimination. The concept has generated much interest in psychology for understanding societal inequities and providing culturally informed services to minoritized patients but has yet to be incorporated in clinical neuropsychology. This omission is unfortunate as it is argued that appreciating the impact of institutional discrimination on minoritized groups can enhance our understanding of brain organization and functioning and bolster access to competent neuropsychological services to minoritized patients. The purpose of this article is to illustrate how intersectionality is germane to the discipline of clinical neuropsychology and to make recommendations for infusing it into the practice. METHOD Theories and findings in cultural neuroscience are summarized to provide a theoretical background for understanding how the environment can impact brain development and organization. The literature on disparities in education, economics, and health disparities between Whites and minoritized groups was reviewed for institutional biases that place minoritized groups at a disadvantage. These topics were selected due to their known impact on brain organization and cognition. This was followed by a similar review for access to competent neuropsychological assessments for minoritized patients. RESULTS There is a confluence of institutional discriminatory processes that contribute to disparities in education attainment, economic status, health disparities, and accessibility to culturally informed neuropsychological services. Perceived discrimination has significant health and cognitive ramifications. CONCLUSIONS Intersectionality is germane to appreciating brain functioning and providing competent services to minoritized patients. Recommendations were made to incorporate intersectionality in clinical neuropsychology.
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Affiliation(s)
- Daryl E M Fujii
- Geriatric Psychiatry Unit, Veterans Affairs Pacific Island Health Care Services, Honolulu 96819, USA
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19
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Woodland L, Hodson A, Webster RK, Amlôt R, Smith LE, Rubin GJ. A qualitative study about how families coped with managing their well-being, children's physical activity and education during the COVID-19 school closures in England. PLoS One 2022; 17:e0279355. [PMID: 36548349 PMCID: PMC9778504 DOI: 10.1371/journal.pone.0279355] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2022] [Accepted: 12/06/2022] [Indexed: 12/24/2022] Open
Abstract
In 2020, schools in England closed for six months due to COVID-19, resulting in children being home-schooled. There is limited understanding about the impacts of this on children's mental and physical health and their education. Therefore, we explored how families coped with managing these issues during the school closures. We conducted 30 qualitative interviews with parents of children aged 18 years and under (who would usually be in school) between 16 and 21 April 2020. We identified three themes and eight sub-themes that impacted how families coped whilst schools were closed. We found that family dynamics, circumstances, and resources (Theme 1), changes in entertainment activities and physical movement (Theme 2) and worries about the COVID-19 pandemic (Theme 3) impacted how well families were able to cope. A key barrier to coping was struggles with home-schooling (e.g., lack of resources and support from the school). However, parents being more involved in their children's personal development and education were considered a benefit to home-schooling. Managing the lack of entertainment activities and in-person interactions, and additional health worries about loved ones catching COVID-19 were challenges for families. Parents reported adverse behaviour changes in their children, although overall, they reported they were coping well. However, pre-existing social and educational inequalities are at risk of exacerbation. Families with more resources (e.g., parental supervision, access to green space, technology to facilitate home-schooling and no special educational needs) were better able to cope when schools were closed. On balance, however, families appeared to be able to adapt to the schools being closed. We suggest that policy should focus on supporting families to mitigate the widening health and educational gap between families with more and less resources.
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Affiliation(s)
- Lisa Woodland
- Department of Psychological Medicine, King’s College London, London, United Kingdom
- NIHR Health Protection Research Unit in Emergency Preparedness and Response, England
- * E-mail:
| | - Ava Hodson
- Department of War Studies, King’s College London, London, United Kingdom
| | - Rebecca K. Webster
- Department of Psychology, University of Sheffield, Sheffield, United Kingdom
| | - Richard Amlôt
- NIHR Health Protection Research Unit in Emergency Preparedness and Response, England
- Behavioural Science and Insights Unit, UK Health Security Agency, Salisbury, United Kingdom
| | - Louise E. Smith
- Department of Psychological Medicine, King’s College London, London, United Kingdom
- NIHR Health Protection Research Unit in Emergency Preparedness and Response, England
| | - G. James Rubin
- Department of Psychological Medicine, King’s College London, London, United Kingdom
- NIHR Health Protection Research Unit in Emergency Preparedness and Response, England
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20
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Williams CM, Peyre H, Ramus F. Brain volumes, thicknesses, and surface areas as mediators of genetic factors and childhood adversity on intelligence. Cereb Cortex 2022; 33:5885-5895. [PMID: 36533516 DOI: 10.1093/cercor/bhac468] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2022] [Revised: 11/03/2022] [Accepted: 11/04/2022] [Indexed: 12/23/2022] Open
Abstract
Although genetic and environmental factors influence general intelligence (g-factor), few studies examined the neuroanatomical measures mediating environmental and genetic effects on intelligence. Here, we investigate the brain volumes, cortical mean thicknesses, and cortical surface areas mediating the effects of the g-factor polygenic score (gPGS) and childhood adversity on the g-factor in the UK Biobank. We first examined the global and regional brain measures that contribute to the g-factor. Most regions contributed to the g-factor through global brain size. Parieto-frontal integration theory (P-FIT) regions were not more associated with the g-factor than non-PFIT regions. After adjusting for global brain size and regional associations, only a few regions predicted intelligence and were included in the mediation analyses. We conducted mediation analyses on global measures, regional volumes, mean thicknesses, and surface areas, separately. Total brain volume mediated 7.04% of the gPGS' effect on the g-factor and 2.50% of childhood adversity's effect on the g-factor. In comparison, the fraction of the gPGS and childhood adversity's effects mediated by individual regional volumes, surfaces, and mean thicknesses was 10-15 times smaller. Therefore, genetic and environmental effects on intelligence may be mediated to a larger extent by other brain properties.
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Affiliation(s)
- Camille M Williams
- Laboratoire de Sciences Cognitives et Psycholinguistique, Département d'Études Cognitives, École Normale Supérieure, EHESS, CNRS, PSL University, 29 rue d'ulm, 75005, Paris, France
| | - Hugo Peyre
- Laboratoire de Sciences Cognitives et Psycholinguistique, Département d'Études Cognitives, École Normale Supérieure, EHESS, CNRS, PSL University, 29 rue d'ulm, 75005, Paris, France
- INSERM UMR 1141, Paris Diderot University, 48 Bd Sérurier, 75019, Paris, France
- Department of Child and Adolescent Psychiatry, Robert Debré Hospital, APHP, 48 Bd Sérurier, 75019, Paris, France
| | - Franck Ramus
- Laboratoire de Sciences Cognitives et Psycholinguistique, Département d'Études Cognitives, École Normale Supérieure, EHESS, CNRS, PSL University, 29 rue d'ulm, 75005, Paris, France
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21
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Judd N, Sauce B, Klingberg T. Schooling substantially improves intelligence, but neither lessens nor widens the impacts of socioeconomics and genetics. NPJ SCIENCE OF LEARNING 2022; 7:33. [PMID: 36522329 PMCID: PMC9755250 DOI: 10.1038/s41539-022-00148-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/15/2021] [Accepted: 11/25/2022] [Indexed: 06/17/2023]
Abstract
Schooling, socioeconomic status (SES), and genetics all impact intelligence. However, it is unclear to what extent their contributions are unique and if they interact. Here we used a multi-trait polygenic score for cognition (cogPGS) with a quasi-experimental regression discontinuity design to isolate how months of schooling relate to intelligence in 6567 children (aged 9-11). We found large, independent effects of schooling (β ~ 0.15), cogPGS (β ~ 0.10), and SES (β ~ 0.20) on working memory, crystallized (cIQ), and fluid intelligence (fIQ). Notably, two years of schooling had a larger effect on intelligence than the lifetime consequences, since birth, of SES or cogPGS-based inequalities. However, schooling showed no interaction with cogPGS or SES for the three intelligence domains tested. While schooling had strong main effects on intelligence, it did not lessen, nor widen the impact of these preexisting SES or genetic factors.
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Affiliation(s)
- Nicholas Judd
- Department of Neuroscience, Karolinska Institute, Stockholm, Sweden.
- Cognitive Neuroscience Department, Donders Institute for Brain, Cognition, and Behavior, Radboud University Medical Center, Nijmegen, The Netherlands.
| | - Bruno Sauce
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Torkel Klingberg
- Department of Neuroscience, Karolinska Institute, Stockholm, Sweden
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22
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Post B, Badea C, Faisal A, Brett SJ. Breaking bad news in the era of artificial intelligence and algorithmic medicine: an exploration of disclosure and its ethical justification using the hedonic calculus. AI AND ETHICS 2022; 3:1-14. [PMID: 36338525 PMCID: PMC9628590 DOI: 10.1007/s43681-022-00230-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/20/2022] [Accepted: 10/12/2022] [Indexed: 11/05/2022]
Abstract
An appropriate ethical framework around the use of Artificial Intelligence (AI) in healthcare has become a key desirable with the increasingly widespread deployment of this technology. Advances in AI hold the promise of improving the precision of outcome prediction at the level of the individual. However, the addition of these technologies to patient-clinician interactions, as with any complex human interaction, has potential pitfalls. While physicians have always had to carefully consider the ethical background and implications of their actions, detailed deliberations around fast-moving technological progress may not have kept up. We use a common but key challenge in healthcare interactions, the disclosure of bad news (likely imminent death), to illustrate how the philosophical framework of the 'Felicific Calculus' developed in the eighteenth century by Jeremy Bentham, may have a timely quasi-quantitative application in the age of AI. We show how this ethical algorithm can be used to assess, across seven mutually exclusive and exhaustive domains, whether an AI-supported action can be morally justified.
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Affiliation(s)
- Benjamin Post
- Department of Bioengineering, Imperial College London, London, UK
- Department of Computing, Imperial College London, London, UK
- UKRI Centre in AI for Healthcare, Imperial College London, London, UK
| | - Cosmin Badea
- Department of Computing, Imperial College London, London, UK
| | - Aldo Faisal
- Department of Bioengineering, Imperial College London, London, UK
- Department of Computing, Imperial College London, London, UK
- UKRI Centre in AI for Healthcare, Imperial College London, London, UK
- Institute of Artificial and Human Intelligence, University of Bayreuth, Bayreuth, Germany
| | - Stephen J. Brett
- UKRI Centre in AI for Healthcare, Imperial College London, London, UK
- Department of Surgery and Cancer, Imperial College London, London, UK
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23
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Poon K, Ho MS, Chou KL. Executive functions as mediators between socioeconomic status and academic performance in Chinese school-aged children ☆. Heliyon 2022; 8:e11121. [PMID: 36339996 PMCID: PMC9626878 DOI: 10.1016/j.heliyon.2022.e11121] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2022] [Revised: 06/09/2022] [Accepted: 10/12/2022] [Indexed: 11/06/2022] Open
Abstract
Background It is well-documented that socioeconomic status (SES) and academic performance in school-aged children are closely related. However, little is known about how the three core executive functions (EFs), inhibition, working memory, and cognitive flexibility, mediate the association between the two. Moreover, most previous studies examined SES disparities in Western countries, how such disparities in EF and academic performance manifest in the Chinese context, where a distinctive EF profile and learning experience are observed, remains uncertain. The current study explored: (1) the mediating effects of the three core EFs in the association between SES and academic performance; and (2) the differences in EF and academic performance in three core subjects between Chinese children who are below and above the poverty line. Methods Of the 385 students sampled, 205 are in the low-SES group and 180 are in the middle-high SES group. Results A structural equation model showed that the SES-academic performance relationship was fully mediated by cognitive flexibility and working memory but not inhibition. Working memory was a much stronger mediator than cognitive flexibility, suggesting that working memory may correlate with childhood SES and academic performance in Chinese children. An analysis of covariance suggested that compared to the middle-high SES group, the low-SES group demonstrated poorer working memory and academic performance in all three subjects after controlling for age and IQ. Interestingly, children with low-SES were found to have better cognitive flexibility than children with middle-high SES. Conclusions These findings suggest that interventions targeting working memory may be an important area to improve children's academic performance. This study examined (1) the mediating effects of executive function in the association between socioeconomic status and academic performance; and (2) the differences in executive function and academic performance in three core subjects between Chinese children who are below and above the poverty line. Both socioeconomic status groups exhibited differences in cognitive flexibility, working memory, and academic performance in all three core subjects. The socioeconomic status-achievement relationship was mediated by cognitive flexibility and working memory but not inhibition. Working memory was a stronger mediator than cognitive flexibility in explaining academic performance.
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Affiliation(s)
- Kean Poon
- School of Education, University of New South Wales, Sydney, Australia,Department of Special Education and Counselling, The Education University of Hong Kong, Hong Kong,Corresponding author.
| | - Mimi S.H. Ho
- Department of Special Education and Counselling, The Education University of Hong Kong, Hong Kong
| | - Kee-Lee Chou
- Department of Asian and Policy Studies, The Education University of Hong Kong, Hong Kong
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24
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School Readiness Test and Intelligence in Preschool as Predictors of Middle School Success: Result of an Eight-Year Longitudinal Study. J Intell 2022; 10:jintelligence10030066. [PMID: 36135607 PMCID: PMC9503726 DOI: 10.3390/jintelligence10030066] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2022] [Revised: 09/01/2022] [Accepted: 09/07/2022] [Indexed: 11/23/2022] Open
Abstract
Research has shown that the development of cognitive and social skills in preschool predicts school readiness in kindergarten. However, most longitudinal studies are short-term, tracking children’s development only through the early elementary school years. This study aims to investigate the long-term impact of preschool predictors, intelligence, and mothers’ education on grade six school performance. This study presents the results of an eight-year-long longitudinal study. The sample includes 202 Hungarian children (89 boys) from a disadvantaged region of southeastern Hungary. The independent variables were the preschool measures: DIFER (Diagnostic System for Assessing Development), a widely used, standardized school readiness test that measures cognitive and social skills; the Raven intelligence test; and socioeconomic status. The dependent variables in grade six were: National Standardized tests in math and reading (NABC, National Assessment of Basic Competencies) and school grades (GPA). Cronbach’s alpha reliability of each test is above 0.76. Correlations and a series of multiple regressions were used for analysis. All three independent variables have significant predictive power for school performance in sixth grade. DIFER skills were the best predictors for reading achievement, intelligence for math achievement, and GPA was best predicted by mothers’ education. The results show that developing preschool skills, mothers’ education and IQ in preschool are essential to long-term learning success.
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25
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Dale PS, Paul A, Rosholm M, Bleses D. Prediction from early childhood vocabulary to academic achievement at the end of compulsory schooling in Denmark. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2022. [DOI: 10.1177/01650254221116878] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Prediction from early development to later achievement has the potential to improve clinical and educational service delivery as well as to inform developmental theory. In this longitudinal study, we asked how well can educational achievement measured in the final year (Grade 9, age 15) of compulsory education—both overall and for outcomes in the lowest 20%—be predicted from information available in the first 3 years of life, particularly early expressive vocabulary? Measures for 2,767 children (1,345 males, 1,422 females) aged 16 to 30 months on early expressive vocabulary, along with family socioeconomic status (parental education, occupation, and household income), other demographic information (gender, birth order, parental age, social benefits, etc.), timing and nature of early child care, and early home literacy experience, were used to predict performance on Danish Upper Secondary School Leaving Exam (USSLE) in Danish, English, Math, and Science. A cross-validated combination of Lasso (Least absolute shrinkage and selection operator) and ordinary least squares regression was the primary analysis for continuous outcomes and cross-validated Lasso and logistic regression for categorical outcomes. With respect to continuous outcome measures, the patterns of prediction varied with specific domain; R2 ranged from 9.4% to 21.4%. With respect to low USSLE performance, area under the curve statistics ranged from 64.1% to 72.2%. In all domains, early childhood expressive vocabulary made a significant unique contribution to the outcome when measured over the full range. The prediction was also significant for vocabulary to low Danish and English scores although not for Math and Science. Although the predictions were not strong enough for clinical diagnosis on their own, they demonstrate that low early vocabulary is an important and measurable risk condition that can direct early intervention and thus contribute to later educational attainment.
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26
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Merz EC, Strack J, Hurtado H, Vainik U, Thomas M, Evans A, Khundrakpam B. Educational attainment polygenic scores, socioeconomic factors, and cortical structure in children and adolescents. Hum Brain Mapp 2022; 43:4886-4900. [PMID: 35894163 PMCID: PMC9582364 DOI: 10.1002/hbm.26034] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2022] [Revised: 06/08/2022] [Accepted: 07/15/2022] [Indexed: 11/23/2022] Open
Abstract
Genome‐wide polygenic scores for educational attainment (PGS‐EA) and socioeconomic factors, which are correlated with each other, have been consistently associated with academic achievement and general cognitive ability in children and adolescents. Yet, the independent associations of PGS‐EA and socioeconomic factors with specific underlying factors at the neural and neurocognitive levels are not well understood. The main goals of this study were to examine the unique contributions of PGS‐EA and parental education to cortical structure and neurocognitive skills in children and adolescents, and the associations among PGS‐EA, cortical structure, and neurocognitive skills. Participants were typically developing 3‐ to 21‐year‐olds (53% male; N = 391). High‐resolution, T1‐weighted magnetic resonance imaging data were acquired, and cortical thickness (CT) and surface area (SA) were measured. PGS‐EA were computed based on the EA3 genome‐wide association study of educational attainment. Participants completed executive function, vocabulary, and episodic memory tasks. Higher PGS‐EA and parental education were independently and significantly associated with greater total SA and vocabulary. Higher PGS‐EA was significantly associated with greater SA in the left medial orbitofrontal gyrus and inferior frontal gyrus, which was associated with higher executive function. Higher parental education was significantly associated with greater SA in the left parahippocampal gyrus after accounting for PGS‐EA and total brain volume. These findings suggest that education‐linked genetics may influence SA in frontal regions, leading to variability in executive function. Associations of parental education with cortical structure in children and adolescents remained significant after controlling for PGS‐EA, a source of genetic confounding.
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Affiliation(s)
- Emily C Merz
- Department of Psychology, Colorado State University, Fort Collins, Colorado, USA
| | - Jordan Strack
- Department of Psychology, Colorado State University, Fort Collins, Colorado, USA
| | - Hailee Hurtado
- Department of Psychology, Colorado State University, Fort Collins, Colorado, USA
| | - Uku Vainik
- University of Tartu, Tartu, Estonia.,Montreal Neurological Institute, McGill University, Montreal, Canada
| | - Michael Thomas
- Department of Psychology, Colorado State University, Fort Collins, Colorado, USA
| | - Alan Evans
- Montreal Neurological Institute, McGill University, Montreal, Canada
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27
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Matthews LJ, Turkheimer E. Three legs of the missing heritability problem. STUDIES IN HISTORY AND PHILOSOPHY OF SCIENCE 2022; 93:183-191. [PMID: 35533541 PMCID: PMC9172633 DOI: 10.1016/j.shpsa.2022.04.004] [Citation(s) in RCA: 13] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/30/2020] [Revised: 03/07/2022] [Accepted: 04/20/2022] [Indexed: 05/31/2023]
Abstract
The so-called 'missing heritability problem' is often characterized by behavior geneticists as a numerical discrepancy between alternative kinds of heritability. For example, while 'traditional heritability' derived from twin and family studies indicates that approximately ∼50% of variation in intelligence is attributable to genetics, 'SNP heritability' derived from genome-wide association studies indicates that only ∼10% of variation in intelligence is attributable to genetics. This 40% gap in variance accounted for by alternative kinds of heritability is frequently referred to as what's "missing." Philosophers have picked up on this reading, suggesting that "dissolving" the missing heritability problem is merely a matter of closing the numerical gap between traditional and molecular kinds of heritability. We argue that this framing of the problem undervalues the severity of the many challenges to scientific understanding of the "heritability" of human behavior. On our view, resolving the numerical discrepancies between alternative kinds of heritability will do little to advance scientific explanation and understanding of behavior genetics. Thus, we propose a new conceptual framework of the missing heritability problem that comprises three independent methodological and explanatory challenges: the numerical gap, the prediction gap, and the mechanism gap.
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28
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von Stumm S, Cave SN, Wakeling P. Persistent association between family socioeconomic status and primary school performance in Britain over 95 years. NPJ SCIENCE OF LEARNING 2022; 7:4. [PMID: 35443764 PMCID: PMC9021311 DOI: 10.1038/s41539-022-00120-3] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/05/2021] [Accepted: 01/24/2022] [Indexed: 06/07/2023]
Abstract
In Britain and elsewhere, the influence of family socioeconomic status (SES) on education is already evident in primary school, and it persists and increases throughout the school years, with children from impoverished families earning lower grades and obtaining fewer educational qualifications than children from more privileged backgrounds. Reducing the effect of family background on children's education is a pivotal aim of educators, policymakers, and researchers, but the success of their efforts is poorly evidenced to date. Here, we show for the first time that over 95 years in Britain the association between family SES and children's primary school performance has remained stable. Across 16 British population cohorts born between 1921 and 2011 (N = 91,935), we confirmed previous findings of a correlation between family SES and children's school performance of 0.28 [95% Confidence Interval 0.22-0.34], after adjusting for cohort-specific confounders. Contrary to the popular assumption that family background inequality has increased over time, we observed only minimal differences in the association between family SES and school performance across British cohorts. We argue that education policies must prioritize equity in learning outcomes over equality in learning opportunities, if they seek to disrupt the perpetuation of social and economic inequality across generations. We speculate that the influence of family SES on children's education will only noticeably weaken if primary education settings become better equipped to meet and remediate the children's differential learning needs.
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Affiliation(s)
- Sophie von Stumm
- Department of Education, University of York, YO10 5DD, Heslington, York, UK.
| | - Sophie Nicole Cave
- Department of Education, University of York, YO10 5DD, Heslington, York, UK
| | - Paul Wakeling
- Department of Education, University of York, YO10 5DD, Heslington, York, UK
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29
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Loued-Khenissi L, Trofimova O, Vollenweider P, Marques-Vidal P, Preisig M, Lutti A, Kliegel M, Sandi C, Kherif F, Stringhini S, Draganski B. Signatures of life course socioeconomic conditions in brain anatomy. Hum Brain Mapp 2022; 43:2582-2606. [PMID: 35195323 PMCID: PMC9057097 DOI: 10.1002/hbm.25807] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2021] [Revised: 01/19/2022] [Accepted: 01/31/2022] [Indexed: 11/11/2022] Open
Abstract
Socioeconomic status (SES) plays a significant role in health and disease. At the same time, early-life conditions affect neural function and structure, suggesting the brain may be a conduit for the biological embedding of SES. Here, we investigate the brain anatomy signatures of SES in a large-scale population cohort aged 45-85 years. We assess both gray matter morphometry and tissue properties indicative of myelin content. Higher life course SES is associated with increased volume in several brain regions, including postcentral and temporal gyri, cuneus, and cerebellum. We observe more widespread volume differences and higher myelin content in the sensorimotor network but lower myelin content in the temporal lobe associated with childhood SES. Crucially, childhood SES differences persisted in adult brains even after controlling for adult SES, highlighting the unique contribution of early-life conditions to brain anatomy, independent of later changes in SES. These findings inform on the biological underpinnings of social inequality, particularly as they pertain to early-life conditions.
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Affiliation(s)
- Leyla Loued-Khenissi
- Laboratory for Research in Neuroimaging, Department of Clinical Neuroscience, Lausanne University Hospital and University of Lausanne, Lausanne.,Theory of Pain Laboratory, University of Geneva, Geneva
| | - Olga Trofimova
- Laboratory for Research in Neuroimaging, Department of Clinical Neuroscience, Lausanne University Hospital and University of Lausanne, Lausanne
| | - Peter Vollenweider
- Department of medicine, Internal medicine, Lausanne University Hospital and University of Lausanne, Lausanne, Switzerland
| | - Pedro Marques-Vidal
- Department of Psychiatry, Lausanne University Hospital and University of Lausanne, Lausanne, Switzerland
| | - Martin Preisig
- Department of Psychiatry, Lausanne University Hospital and University of Lausanne, Lausanne, Switzerland
| | - Antoine Lutti
- Laboratory for Research in Neuroimaging, Department of Clinical Neuroscience, Lausanne University Hospital and University of Lausanne, Lausanne
| | - Matthias Kliegel
- Laboratoire du Vieillissement Cognitif, Université de Genève, Geneva, Switzerland
| | - Carmen Sandi
- Laboratory of Behavioral Genetics, Ecole Polytechnique Federale de Lausanne (EPFL), Lausanne, Switzerland
| | - Ferhat Kherif
- Laboratory for Research in Neuroimaging, Department of Clinical Neuroscience, Lausanne University Hospital and University of Lausanne, Lausanne
| | - Silvia Stringhini
- University Centre for General Medicine and Public Health (UNISANTE), Lausanne University, Lausanne, Switzerland.,Unit of Population Epidemiology, Primary Care Division, Geneva University Hospitals, Geneva, Switzerland
| | - Bogdan Draganski
- Laboratory for Research in Neuroimaging, Department of Clinical Neuroscience, Lausanne University Hospital and University of Lausanne, Lausanne.,Neurology Department, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany
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30
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Abstract
Genome-wide association (GWA) studies have shown that genetic influences on individual differences in affect, behavior, and cognition are driven by thousands of DNA variants, each with very small effect sizes. Here, we propose taking inspiration from GWA studies for understanding and modeling the influence of the environment on complex phenotypes. We argue that the availability of DNA microarrays in genetic research is comparable with the advent of digital technologies in psychological science that enable collecting rich, naturalistic observations in real time of the environome, akin to the genome. These data can capture many thousand environmental elements, which we speculate each influence individual differences in affect, behavior, and cognition with very small effect sizes, akin to findings from GWA studies about DNA variants. We outline how the principles and mechanisms of genetic influences on psychological traits can be applied to improve the understanding and models of the environome.
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31
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Kondratyev NV, Alfimova MV, Golov AK, Golimbet VE. Bench Research Informed by GWAS Results. Cells 2021; 10:3184. [PMID: 34831407 PMCID: PMC8623533 DOI: 10.3390/cells10113184] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2021] [Revised: 11/11/2021] [Accepted: 11/11/2021] [Indexed: 12/15/2022] Open
Abstract
Scientifically interesting as well as practically important phenotypes often belong to the realm of complex traits. To the extent that these traits are hereditary, they are usually 'highly polygenic'. The study of such traits presents a challenge for researchers, as the complex genetic architecture of such traits makes it nearly impossible to utilise many of the usual methods of reverse genetics, which often focus on specific genes. In recent years, thousands of genome-wide association studies (GWAS) were undertaken to explore the relationships between complex traits and a large number of genetic factors, most of which are characterised by tiny effects. In this review, we aim to familiarise 'wet biologists' with approaches for the interpretation of GWAS results, to clarify some issues that may seem counterintuitive and to assess the possibility of using GWAS results in experiments on various complex traits.
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Affiliation(s)
| | | | - Arkadiy K. Golov
- Mental Health Research Center, 115522 Moscow, Russia; (M.V.A.); (A.K.G.); (V.E.G.)
- Institute of Gene Biology, Russian Academy of Sciences, 119334 Moscow, Russia
| | - Vera E. Golimbet
- Mental Health Research Center, 115522 Moscow, Russia; (M.V.A.); (A.K.G.); (V.E.G.)
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32
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Munakampe MN, Fwemba I, Zulu JM, Michelo C. Association between socioeconomic status and fertility among adolescents aged 15 to 19: an analysis of the 2013/2014 Zambia Demographic Health Survey (ZDHS). Reprod Health 2021; 18:182. [PMID: 34507589 PMCID: PMC8431886 DOI: 10.1186/s12978-021-01230-8] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2020] [Accepted: 08/25/2021] [Indexed: 11/10/2022] Open
Abstract
Background Adolescents face significant barriers to access and utilization of sexual and reproductive health services in many low-income settings, which in turn may be associated with adverse consequences such as early pregnancy, sexually transmitted infections, unsafe abortion and mortality. There is evidence suggesting that limited access to sexual and reproductive health information and services among adolescents contributes to these outcomes. We aimed to find out the factors that affect the fertility of adolescents aged 15 to 19 years in Zambia and to identify possible drivers of adolescents’ fertility. Methods Secondary analysis of the ZDHS 2013/14 data was carried out to find out the factors that affect the fertility rate of adolescents aged 15 to 19 years using multivariate logistic regression (n = 3666). Results Overall, 23.1% of adolescents had given birth at least once in the 5 years leading to the survey (n = 3666, 99.4% response), and 49.8% were rural-based while 50.2% were urban-based. The median number of schooling was 8 years (IQR 6–10). About 52% of the adolescents were in the poorer, poor and medium wealth quintiles while the other 48% were in the rich and richer quintiles. Factors found to affect fertility include residence, wealth status, educational attainment, marriage and abortion. An urban-based adolescent with a lower socioeconomic status was 2.4 times more likely to give birth compared to rural-based poorer adolescents (aOR = 2.4, 95% CI: 1.5, 3.7, p < 0.001). Although odds of giving birth were much higher among rural-based married adolescents (aOR = 8.0, 95% CI: 5.4, 11.9, p < 0.001) compared to urban married adolescents (aOR = 5.5, 95% CI: 8.3, 16.0, p < 0.001), and these relationships both statistically significant, higher educational attainment (aOR = 0.7, 95% CI: 0.6, 0.8 p < 0.001) and abortion (aOR = 0.3, 95% CI: 0.1, 0.8, p = 0.020) reduced these odds, particularly for rural-based adolescents. Conclusion Despite response aimed at reducing adolescent fertility, low wealth status, low educational attainment and early marriage remain significant drivers of adolescent fertility in Zambia. There is a need to address sexual and reproductive health needs of urban-based adolescents with a lower socioeconomic status. Adolescents go through serious challenges related to accessing and using sexual and reproductive health services in many low-income settings, and may also be related to negative consequences such as early pregnancy, sexually transmitted infections and unsafe abortion and death. Research has revealed that limited access to sexual and reproductive health information and services among young people contributes to these negative consequences. This analysis aimed to find out the factors that affect the fertility of 3666 adolescents aged 15 to 19 years in Zambia and to identify possible drivers of adolescents’ fertility, using the Zambia Demographic and Health Survey conducted in 2013/2014. A little over a quarter of the adolescents had given birth at least once in the five years leading to the survey. About half of the young people were rural-basedwhile the other half were urban-based, with an average of about 8 years in school. The rural-based adolescents had slightly lower average years in school compared to the urban-based; 7 years and 9 years respectively. Living in a rural area, residing in a home with a low wealth status and being married were all linked to higher chances of giving birth, while terminating a pregnancy and having more years of education were linked to lower chances of giving birth among the adolescents. Urban-based adolescents with lower wealth status were also linked to higher chances of giving birth compared to urban-based adolescents with higher wealth status. These results suggest that while residing in rural areas and being married increase the chances of higher fertility, the adolescents in urban areas but with lower wealth status also need interventions aimed at reducing their fertility.
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Affiliation(s)
- Margarate Nzala Munakampe
- Department of Health Policy and Management, School of Public Health, University of Zambia, Lusaka, Zambia. .,Department of Epidemiology & Biostatistics, School of Public Health, University of Zambia, Strategic Centre for Health Systems Metrics & Evaluations (SCHEME), Lusaka, Zambia.
| | - Isaac Fwemba
- Department of Epidemiology and Biostatistics, School of Public Health, University of Zambia, Lusaka, Zambia.,Department of Biostatistics, School of Public Health, University of Ghana, Accra, Ghana
| | - Joseph Mumba Zulu
- Department of Health Policy and Management, School of Public Health, University of Zambia, Lusaka, Zambia
| | - Charles Michelo
- Department of Epidemiology & Biostatistics, School of Public Health, University of Zambia, Strategic Centre for Health Systems Metrics & Evaluations (SCHEME), Lusaka, Zambia.,Department of Epidemiology and Biostatistics, School of Public Health, University of Zambia, Lusaka, Zambia
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33
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Jangmo A, Brikell I, Kuja‐Halkola R, Feldman I, Lundström S, Almqvist C, Bulik CM, Larsson H. The association between polygenic scores for attention‐deficit/hyperactivity disorder and school performance: The role of attention‐deficit/hyperactivity disorder symptoms, polygenic scores for educational attainment, and shared familial factors. JCPP ADVANCES 2021. [DOI: 10.1002/jcv2.12030] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/31/2023] Open
Affiliation(s)
- Andreas Jangmo
- Department of Medical Epidemiology and Biostatistics Karolinska Institutet Stockholm Sweden
| | - Isabell Brikell
- Department of Medical Epidemiology and Biostatistics Karolinska Institutet Stockholm Sweden
- Department of Economics and Business Economics National Centre for Register‐Based Research Aarhus University Aarhus Denmark
| | - Ralf Kuja‐Halkola
- Department of Medical Epidemiology and Biostatistics Karolinska Institutet Stockholm Sweden
| | - Inna Feldman
- Department of Public Health and Caring Sciences Uppsala University Uppsala Sweden
| | - Sebastian Lundström
- Gillberg Neuropsychiatry Centre Institute of Neuroscience and Physiology Sahlgrenska Academy University of Gothenburg Sweden
- Centre for Ethics Law and Mental Health (CELAM) Institute of Neuroscience and Physiology Sahlgrenska Academy University of Gothenburg Sweden
| | - Catarina Almqvist
- Department of Medical Epidemiology and Biostatistics Karolinska Institutet Stockholm Sweden
- Astrid Lindgren Children's Hospital Karolinska University Hospital Stockholm Sweden
| | - Cynthia M. Bulik
- Department of Medical Epidemiology and Biostatistics Karolinska Institutet Stockholm Sweden
- Department of Psychiatry University of North Carolina at Chapel Hill Chapel Hill North Carolina USA
- Department of Nutrition University of North Carolina at Chapel Hill Chapel Hill North Carolina USA
| | - Henrik Larsson
- Department of Medical Epidemiology and Biostatistics Karolinska Institutet Stockholm Sweden
- School of Medical Sciences Örebro University Örebro Sweden
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34
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Dalmaijer ES, Gibbons SG, Bignardi G, Anwyl-Irvine AL, Siugzdaite R, Smith TA, Uh S, Johnson A, Astle DE. Direct and indirect links between children's socio-economic status and education: pathways via mental health, attitude, and cognition. CURRENT PSYCHOLOGY 2021; 42:9637-9651. [PMID: 37215737 PMCID: PMC7614555 DOI: 10.1007/s12144-021-02232-2] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/10/2021] [Indexed: 12/30/2022]
Abstract
A child's socio-economic environment can profoundly affect their development. While existing literature focusses on simplified metrics and pair-wise relations between few variables, we aimed to capture complex interrelationships between several relevant domains using a broad assessment of 519 children aged 7-9 years. Our analyses comprised three multivariate techniques that complimented each other, and worked at different levels of granularity. First, an exploratory factor analysis (principal component analysis followed by varimax rotation) revealed that our sample varied along continuous dimensions of cognition, attitude and mental health (from parallel analysis); with potentially emerging dimensions speed and socio-economic status (passed Kaiser's criterion). Second, k-means cluster analysis showed that children did not group into discrete phenotypes. Third, a network analysis on the basis of bootstrapped partial correlations (confirmed by both cross-validated LASSO and multiple comparisons correction of binarised connection probabilities) uncovered how our developmental measures interconnected: educational outcomes (reading and maths fluency) were directly related to cognition (short-term memory, number sense, processing speed, inhibition). By contrast, mental health (anxiety and depression symptoms) and attitudes (conscientiousness, grit, growth mindset) showed indirect relationships with educational outcomes via cognition. Finally, socio-economic factors (neighbourhood deprivation, family affluence) related directly to educational outcomes, cognition, mental health, and even grit. In sum, cognition is a central cog through which mental health and attitude relate to educational outcomes. However, through direct relations with all components of developmental outcomes, socio-economic status acts as a great 'unequaliser'. Supplementary Information The online version contains supplementary material available at 10.1007/s12144-021-02232-2.
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Affiliation(s)
- Edwin S. Dalmaijer
- MRC Cognition and Brain Sciences Unit, University of Cambridge, 15 Chaucer Road, Cambridge, CB2 7EF UK
| | - Sophie G. Gibbons
- MRC Cognition and Brain Sciences Unit, University of Cambridge, 15 Chaucer Road, Cambridge, CB2 7EF UK
| | - Giacomo Bignardi
- MRC Cognition and Brain Sciences Unit, University of Cambridge, 15 Chaucer Road, Cambridge, CB2 7EF UK
| | - Alexander L. Anwyl-Irvine
- MRC Cognition and Brain Sciences Unit, University of Cambridge, 15 Chaucer Road, Cambridge, CB2 7EF UK
| | - Roma Siugzdaite
- MRC Cognition and Brain Sciences Unit, University of Cambridge, 15 Chaucer Road, Cambridge, CB2 7EF UK
| | - Tess A. Smith
- MRC Cognition and Brain Sciences Unit, University of Cambridge, 15 Chaucer Road, Cambridge, CB2 7EF UK
| | - Stepheni Uh
- MRC Cognition and Brain Sciences Unit, University of Cambridge, 15 Chaucer Road, Cambridge, CB2 7EF UK
| | - Amy Johnson
- MRC Cognition and Brain Sciences Unit, University of Cambridge, 15 Chaucer Road, Cambridge, CB2 7EF UK
| | - Duncan E. Astle
- MRC Cognition and Brain Sciences Unit, University of Cambridge, 15 Chaucer Road, Cambridge, CB2 7EF UK
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Vazquez-Lopez V, Huerta-Manzanilla EL. Factors Related with Underperformance in Reading Proficiency, the Case of the Programme for International Student Assessment 2018. Eur J Investig Health Psychol Educ 2021; 11:813-828. [PMID: 34563072 PMCID: PMC8544226 DOI: 10.3390/ejihpe11030059] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2021] [Revised: 07/18/2021] [Accepted: 07/22/2021] [Indexed: 11/16/2022] Open
Abstract
Almost 217 million secondary school students (60% of the world's adolescents) do not reach minimum levels in reading proficiency at the end of secondary school, according to objective 4.1 of the UN's Sustainable Development Goals. Therefore, the early and efficient identification of this disadvantage and implementation of remedial strategies is critical for economies. In 2018, the Programme for International Student Assessment (PISA) assessed the reading skills of 15-year-old students in 80 countries and economies. This work introduces a methodology that uses PISA's data to build logistic regression models to identify the main factors contributing to students' underperforming reading skills. Results showed that socioeconomic status (SES), metacognition strategies, Information and Communication Technology (ICT) skills, and student-teacher relationships are the most important contributors to low reading abilities.
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Talsma K, Robertson K, Thomas C, Norris K. COVID-19 Beliefs, Self-Efficacy and Academic Performance in First-year University Students: Cohort Comparison and Mediation Analysis. Front Psychol 2021; 12:643408. [PMID: 34239475 PMCID: PMC8259881 DOI: 10.3389/fpsyg.2021.643408] [Citation(s) in RCA: 25] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2020] [Accepted: 05/19/2021] [Indexed: 12/18/2022] Open
Abstract
Students' learning contexts can influence their learning beliefs and academic performance outcomes; as such, students studying during the COVID-19 outbreak may be at risk of negative impacts on their academic self-efficacy and subject grades compared to other cohorts. They may also have specific beliefs about the impact of COVID-19-related changes on their capacity to perform, with potential consequences for self-efficacy and academic performance. Two weeks after the COVID-19-related transition to online-only learning, 89 first-year psychology students completed a measure of academic self-efficacy and indicated how they thought COVID-19-related changes would impact their capacity to perform in a psychology subject. At the end of the semester, subject grades were obtained from institutional records. Contrary to expectations, neither the self-efficacy beliefs nor the subject grades of the 2020 cohort were significantly different from those of a sample of 2019 first-year psychology students (n = 85). On average, 2020 students believed that COVID-19-related changes to their learning environment had a negative impact on their capacity to perform well. A mediation analysis indicated that students' beliefs about the impact of COVID-19 on their capacity did not directly, or indirectly (via self-efficacy), predict grades. The only significant association in the model was between self-efficacy and grades. Although students reported believing that COVID-19-related changes would negatively impact their capacity to perform, there is little evidence that these beliefs influenced their academic self-efficacy or academic performance or that studying during the COVID-19 outbreak disadvantaged students in comparison with the previous years. A follow-up analysis indicated that self-efficacy was a stronger predictor of grades in the 2020 cohort than in the 2019 cohort. While there may be several unmeasured reasons for cohort differences, one potential interpretation is that, in the context of uncertainty associated with COVID-19, self-efficacy beliefs assumed relatively greater importance in terms of mobilising the resources required to perform well.
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Affiliation(s)
- Kate Talsma
- School of Psychological Sciences, College of Health and Medicine, University of Tasmania, Hobart, TAS, Australia
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Pygmalion in the genes? On the potentially negative impacts of polygenic scores for educational attainment. SOCIAL PSYCHOLOGY OF EDUCATION 2021. [DOI: 10.1007/s11218-021-09632-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/08/2023]
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Hart SA, Little C, van Bergen E. Nurture might be nature: cautionary tales and proposed solutions. NPJ SCIENCE OF LEARNING 2021; 6:2. [PMID: 33420086 PMCID: PMC7794571 DOI: 10.1038/s41539-020-00079-z] [Citation(s) in RCA: 46] [Impact Index Per Article: 15.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/25/2019] [Accepted: 11/12/2020] [Indexed: 05/27/2023]
Abstract
Across a wide range of studies, researchers often conclude that the home environment and children's outcomes are causally linked. In contrast, behavioral genetic studies show that parents influence their children by providing them with both environment and genes, meaning the environment that parents provide should not be considered in the absence of genetic influences, because that can lead to erroneous conclusions on causation. This article seeks to provide behavioral scientists with a synopsis of numerous methods to estimate the direct effect of the environment, controlling for the potential of genetic confounding. Ideally, using genetically sensitive designs can fully disentangle this genetic confound, but these require specialized samples. In the near future, researchers will likely have access to measured DNA variants (summarized in a polygenic scores), which could serve as a partial genetic control, but that is currently not an option that is ideal or widely available. We also propose a work around for when genetically sensitive data are not readily available: the Familial Control Method. In this method, one measures the same trait in the parents as the child, and the parents' trait is then used as a covariate (e.g., a genetic proxy). When these options are all not possible, we plead with our colleagues to clearly mention genetic confound as a limitation, and to be cautious with any environmental causal statements which could lead to unnecessary parent blaming.
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Affiliation(s)
- Sara A Hart
- Department of Psychology, Florida State University, Tallahassee, FL, USA.
- Florida Center for Reading Research, Florida State University, Tallahassee, FL, USA.
| | - Callie Little
- Florida Center for Reading Research, Florida State University, Tallahassee, FL, USA
- Department of Psychology, University of New England, Armidale, NSW, Australia
| | - Elsje van Bergen
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
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Cave SN, von Stumm S. Secondary data analysis of British population cohort studies: A practical guide for education researchers. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2020; 91:531-546. [PMID: 33231318 DOI: 10.1111/bjep.12386] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2020] [Revised: 10/07/2020] [Indexed: 11/28/2022]
Abstract
BACKGROUND Britain is rich in longitudinal population cohort studies that posit valuable data resources for social science. However, education researchers currently underutilize these resources. AIMS The current paper (1) outlines the power and benefits of secondary data analyses for educational science and (2) provides a practical guide for education researchers on the characteristics, data, and accessibility of British population cohort studies. METHODS We identified eight British population cohort studies from the past 40 years that collected scholastic performance data during primary and secondary schooling, including (1) Avon Longitudinal Study of Parents And Children (ALSPAC), (2) Twins Early Development Study (TEDS), (3) Effective Pre-School, Primary and Secondary Education Project (EPPSE), (4) Millennium Cohort Study (MCS), (5) Born in Bradford (BiB), (6) Next Steps (LYSPE1), (7) Understanding Society (US), and (8) Our Future (LYSPE2). Participants across these studies were born between 1989 and 2010, and followed up at least once and up to 68 times, over periods of 7 to 29 years. For each study, we summarize here the context and aims, review the assessed variables, and describe the process for accessing the data. CONCLUSIONS We hope this article will encourage and support education researchers to widely utilize existing population cohort studies to further advance education science in Britain and elsewhere.
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40
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Moore GF, Anthony RE, Hawkins J, Van Godwin J, Murphy S, Hewitt G, Melendez‐Torres GJ. Socioeconomic status, mental wellbeing and transition to secondary school: Analysis of the School Health Research Network/Health Behaviour in School-aged Children survey in Wales. BRITISH EDUCATIONAL RESEARCH JOURNAL 2020; 46:1111-1130. [PMID: 33518839 PMCID: PMC7818461 DOI: 10.1002/berj.3616] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/10/2019] [Revised: 02/13/2020] [Accepted: 02/17/2020] [Indexed: 06/12/2023]
Abstract
Young people's wellbeing is often lowest where they assume a relatively low position within their school's socioeconomic hierarchy, for example, among poorer children attending more affluent schools. Transition to secondary school is a period during which young people typically enter an environment which is more socioeconomically diverse than their primary school. Young people joining a school with a higher socioeconomic status intake relative to their primary school may assume a relatively lowered position within their school's socioeconomic hierarchy, experiencing a detriment to their wellbeing as a consequence. This article draws on data from 45,055 pupils in Years 7 and 8, from 193 secondary schools in Wales, who completed the 2017 Student Health Research Network (SHRN) Student Health and Wellbeing (SHW) survey. Pupils reported which primary school they previously attended, and survey data on wellbeing were linked to publicly available data on the free school meal entitlement of schools attended. In cross-classified linear mixed-effects models, with primary and secondary school as levels, mental wellbeing varied significantly according to both primary and secondary school attended. A higher school-level deprivation was associated with worse mental wellbeing in both cases. Mental wellbeing was significantly predicted by the relative affluence of a child's primary and secondary school, with movement to a secondary school of higher overall socioeconomic status associated with lowered wellbeing. These findings highlight transition to secondary school as a key point in which socioeconomic inequality in wellbeing may widen, and thus as an important focal point for intervention to reduce health inequalities.
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Abstract
A burgeoning literature has recently begun investigating the links between socioeconomic inequality and the developing brain. This work suggests widespread disparities in both brain structure and function that begin as early as the first year of life. Here we review disparities in neural structure that have been reported in both cortical and subcortical gray matter, as well as in white matter. Disparities in brain function have also been reported, particularly in circuits that support language, memory, executive functioning, and emotion processing. We additionally review recent work investigating the mechanisms that underlie socioeconomic disparities in brain development. Taken together, this work has the potential to identify important targets for intervention in policy and practice.
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Judd N, Sauce B, Wiedenhoeft J, Tromp J, Chaarani B, Schliep A, van Noort B, Penttilä J, Grimmer Y, Insensee C, Becker A, Banaschewski T, Bokde ALW, Quinlan EB, Desrivières S, Flor H, Grigis A, Gowland P, Heinz A, Ittermann B, Martinot JL, Paillère Martinot ML, Artiges E, Nees F, Papadopoulos Orfanos D, Paus T, Poustka L, Hohmann S, Millenet S, Fröhner JH, Smolka MN, Walter H, Whelan R, Schumann G, Garavan H, Klingberg T. Cognitive and brain development is independently influenced by socioeconomic status and polygenic scores for educational attainment. Proc Natl Acad Sci U S A 2020; 117:12411-12418. [PMID: 32430323 PMCID: PMC7275733 DOI: 10.1073/pnas.2001228117] [Citation(s) in RCA: 50] [Impact Index Per Article: 12.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/07/2023] Open
Abstract
Genetic factors and socioeconomic status (SES) inequalities play a large role in educational attainment, and both have been associated with variations in brain structure and cognition. However, genetics and SES are correlated, and no prior study has assessed their neural associations independently. Here we used a polygenic score for educational attainment (EduYears-PGS), as well as SES, in a longitudinal study of 551 adolescents to tease apart genetic and environmental associations with brain development and cognition. Subjects received a structural MRI scan at ages 14 and 19. At both time points, they performed three working memory (WM) tasks. SES and EduYears-PGS were correlated (r = 0.27) and had both common and independent associations with brain structure and cognition. Specifically, lower SES was related to less total cortical surface area and lower WM. EduYears-PGS was also related to total cortical surface area, but in addition had a regional association with surface area in the right parietal lobe, a region related to nonverbal cognitive functions, including mathematics, spatial cognition, and WM. SES, but not EduYears-PGS, was related to a change in total cortical surface area from age 14 to 19. This study demonstrates a regional association of EduYears-PGS and the independent prediction of SES with cognitive function and brain development. It suggests that the SES inequalities, in particular parental education, are related to global aspects of cortical development, and exert a persistent influence on brain development during adolescence.
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Affiliation(s)
- Nicholas Judd
- Department of Neuroscience, Karolinska Institute, Stockholm, 17165, Sweden
| | - Bruno Sauce
- Department of Neuroscience, Karolinska Institute, Stockholm, 17165, Sweden
| | - John Wiedenhoeft
- Department of Medical Statistics, University of Göttingen, Göttingen, 37073, Germany
| | - Jeshua Tromp
- Department of Cognitive Psychology, Leiden University, Leiden, 2311, The Netherlands
| | - Bader Chaarani
- Department of Psychiatry, University of Vermont, Burlington, VT 05405
- Department of Psychological Science, University of Vermont, Burlington, VT 05405
| | - Alexander Schliep
- Department of Computer Science and Engineering, University of Gothenburg, Gothenburg, 41756, Sweden
| | - Betteke van Noort
- Hochschule für Gesundheit und Medizin, Medical School Berlin, Berlin, 14197, Germany
| | - Jani Penttilä
- Department of Social and Health Care, Psychosocial Services Adolescent Outpatient Clinic, University of Tampere, Lahti, 33100, Finland
| | - Yvonne Grimmer
- Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, Mannheim, 69117, Germany
| | - Corinna Insensee
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Medical Center, Göttingen, 37075, Germany
| | - Andreas Becker
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Medical Center, Göttingen, 37075, Germany
| | - Tobias Banaschewski
- Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, Mannheim, 69117, Germany
| | - Arun L W Bokde
- Discipline of Psychiatry, School of Medicine, Trinity College Dublin, Dublin, D02 PN40, Ireland
- Trinity College Institute of Neuroscience, Trinity College Dublin, Dublin, D02 PN40, Ireland
| | - Erin Burke Quinlan
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, SE5 8AF, United Kingdom
| | - Sylvane Desrivières
- Centre for Population Neuroscience and Precision Medicine (PONS), Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, SE5 8AF, United Kingdom
| | - Herta Flor
- Institute of Cognitive and Clinical Neuroscience, Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, Mannheim, 69117, Germany
- Department of Psychology, School of Social Sciences, University of Mannheim, Mannheim, 68131, Germany
| | - Antoine Grigis
- NeuroSpin, French Alternative Energies and Atomic Energy Commission (CEA), Université Paris-Saclay, F-91191 Gif-sur-Yvette, France
| | - Penny Gowland
- Sir Peter Mansfield Imaging Centre, School of Physics and Astronomy, University of Nottingham, Nottingham, NG7 2RD, United Kingdom
| | - Andreas Heinz
- Department of Psychiatry and Psychotherapy, Campus Charité Mitte, Charité, Universitätsmedizin Berlin, Berlin, 10117, Germany
| | - Bernd Ittermann
- Physikalisch-Technische Bundesanstalt, Berlin, 38116, Germany
| | - Jean-Luc Martinot
- INSERM Unit 1000 "Neuroimaging & Psychiatry," Institut National de la Santé et de la Recherche Médicale, University Paris Saclay, University Paris Descartes, Paris, 75006, France
| | - Marie-Laure Paillère Martinot
- INSERM Unit 1000 "Neuroimaging & Psychiatry," Institut National de la Santé et de la Recherche Médicale, University Paris Saclay, University Paris Descartes, Paris, 75006, France
- Department of Child and Adolescent Psychiatry, Pitié-Salpêtrière Hospital, Assistance Publique-Hôpitaux de Paris, Sorbonne Université, Paris, 75006, France
| | - Eric Artiges
- INSERM Unit 1000 "Neuroimaging & Psychiatry," Institut National de la Santé et de la Recherche Médicale, University Paris Saclay, University Paris Descartes, Paris, 75006, France
| | - Frauke Nees
- Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, Mannheim, 69117, Germany
- Department of Psychology, School of Social Sciences, University of Mannheim, Mannheim, 68131, Germany
| | - Dimitri Papadopoulos Orfanos
- NeuroSpin, French Alternative Energies and Atomic Energy Commission (CEA), Université Paris-Saclay, F-91191 Gif-sur-Yvette, France
| | - Tomáš Paus
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, University of Toronto, Toronto, ON M6A 2E1, Canada
- Department of Psychology, University of Toronto, Toronto, ON M6A 2E1, Canada
- Department of Psychiatry, University of Toronto, Toronto, ON M6A 2E1, Canada
| | - Luise Poustka
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Medical Center, Göttingen, 37075, Germany
| | - Sarah Hohmann
- Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, Mannheim, 69117, Germany
| | - Sabina Millenet
- Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, Mannheim, 69117, Germany
| | - Juliane H Fröhner
- Department of Psychiatry and Psychotherapy, Technische Universität Dresden, Dresden, 01087, Germany
| | - Michael N Smolka
- Department of Psychiatry, Technische Universität Dresden, Dresden, 01062, Germany
- Neuroimaging Center, Technische Universität Dresden, Dresden, 01069, Germany
| | - Henrik Walter
- Department of Psychiatry and Psychotherapy, Campus Charité Mitte, Charité, Universitätsmedizin Berlin, Berlin, 10117, Germany
| | - Robert Whelan
- School of Psychology, Trinity College Dublin, Dublin, D02 PN40, Ireland
- Global Brain Health Institute, Trinity College Dublin, Dublin, D02 PN40, Ireland
| | - Gunter Schumann
- Centre for Population Neuroscience and Precision Medicine (PONS), Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, SE5 8AF, United Kingdom
| | - Hugh Garavan
- Department of Psychiatry, University of Vermont, Burlington, VT 05405
- Department of Psychological Science, University of Vermont, Burlington, VT 05405
| | - Torkel Klingberg
- Department of Neuroscience, Karolinska Institute, Stockholm, 17165, Sweden;
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Dale PS, von Stumm S, Selzam S, Hayiou-Thomas ME. Does the Inclusion of a Genome-Wide Polygenic Score Improve Early Risk Prediction for Later Language and Literacy Delay? JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2020; 63:1467-1478. [PMID: 32343923 PMCID: PMC7842126 DOI: 10.1044/2020_jslhr-19-00161] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/22/2019] [Revised: 10/25/2019] [Accepted: 01/27/2020] [Indexed: 06/11/2023]
Abstract
Purpose The ability to identify children early in development who are at substantial risk for language/literacy difficulties would have great benefit both for the children and for the educational and therapeutic institutions that serve them. Information that is relatively easily available prior to the age of 3 years, such as late talking, family history of language/literacy difficulties, and socioeconomic status, have some but very limited predictive power. Here, we examine whether the inclusion of a DNA-based genome-wide polygenic score that has been shown to capture children's genetic propensity for educational attainment (EA3) adds enough prediction to yield a clinically useful score. Method Data are longitudinal scores of 1,420 children from the Twins Early Development Study, who were assessed at ages 2 and 3 years on language and nonverbal ability and at 12 years of age on oral language, word decoding, and reading comprehension. Five risk factors were examined: expressive vocabulary, nonverbal ability (these two from parent report), family history, mothers' education, and EA3. Analyses were conducted both for continuous and categorically defined measures of risk and outcome. Results Language and literacy abilities at 12 years of age were significantly but modestly predicted by the risk factors, with a small but significant added prediction from EA3. Indices of diagnostic validity for poor outcomes, such as sensitivity and area under the curve statistics, were poor in all cases. Conclusions We conclude that, at present, clinically useful prediction from toddlerhood remains an unattained goal. Supplemental Material https://doi.org/10.23641/asha.12170331.
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Affiliation(s)
- Philip S. Dale
- Department of Speech & Hearing Sciences, University of New Mexico, Albuquerque
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Rabinowitz JA, Kuo SIC, Domingue B, Smart M, Felder W, Benke K, Maher BS, Ialongo NS, Uhl G. Pathways Between a Polygenic Score for Educational Attainment and Higher Educational Attainment in an African American Sample. Behav Genet 2020; 50:14-25. [PMID: 31760550 PMCID: PMC6942631 DOI: 10.1007/s10519-019-09982-7] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2019] [Accepted: 11/15/2019] [Indexed: 01/22/2023]
Abstract
We investigated the extent to which performance on standardized achievement tests, executive function (EF), and aggression in childhood and adolescence accounted for the relationship between a polygenic score for educational attainment (EA PGS) and years of education in a community sample of African Americans. Participants (N = 402; 49.9% female) were initially recruited for an elementary school-based prevention trial in a Mid-Atlantic city and followed into adulthood. In first and twelfth grade, participants completed math and reading standardized tests and teachers reported on participants' aggression and EF, specifically impulsivity and concentration problems. At age 20, participants reported on their years of education and post-secondary degrees attained and their genotype was assayed from blood or buccal swabs. An EA PGS was created using results from a large-scale GWAS on EA. A higher EA PGS was associated with higher education indirectly via adolescent achievement. No other mediating mechanisms were significant. Adolescent academic achievement is thus one mechanism through which polygenic propensity for EA influences post-secondary education among urban, African American youth.
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Affiliation(s)
- Jill A Rabinowitz
- Department of Mental Health, Johns Hopkins Bloomberg School of Public Heath, Baltimore, USA.
| | - Sally I-Chun Kuo
- Department of Psychology, Virginia Commonwealth University, Richmond, USA
| | | | - Mieka Smart
- College of Human Medicine, Michigan State University, East Lansing, USA
| | - William Felder
- Department of Mental Health, Johns Hopkins Bloomberg School of Public Heath, Baltimore, USA
| | - Kelly Benke
- Department of Mental Health, Johns Hopkins Bloomberg School of Public Heath, Baltimore, USA
| | - Brion S Maher
- Department of Mental Health, Johns Hopkins Bloomberg School of Public Heath, Baltimore, USA
| | - Nicholas S Ialongo
- Department of Mental Health, Johns Hopkins Bloomberg School of Public Heath, Baltimore, USA
| | - George Uhl
- New Mexico VA Health Care System, Las Vegas, USA
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45
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von Stumm S, Smith-Woolley E, Ayorech Z, McMillan A, Rimfeld K, Dale PS, Plomin R. Predicting educational achievement from genomic measures and socioeconomic status. Dev Sci 2019; 23:e12925. [PMID: 31758750 PMCID: PMC7187229 DOI: 10.1111/desc.12925] [Citation(s) in RCA: 37] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2019] [Revised: 11/09/2019] [Accepted: 11/17/2019] [Indexed: 01/26/2023]
Abstract
The two best predictors of children's educational achievement available from birth are parents’ socioeconomic status (SES) and, recently, children's inherited DNA differences that can be aggregated in genome‐wide polygenic scores (GPS). Here, we chart for the first time the developmental interplay between these two predictors of educational achievement at ages 7, 11, 14 and 16 in a sample of almost 5,000 UK school children. We show that the prediction of educational achievement from both GPS and SES increases steadily throughout the school years. Using latent growth curve models, we find that GPS and SES not only predict educational achievement in the first grade but they also account for systematic changes in achievement across the school years. At the end of compulsory education at age 16, GPS and SES, respectively, predict 14% and 23% of the variance of educational achievement. Analyses of the extremes of GPS and SES highlight their influence and interplay: In children who have high GPS and come from high SES families, 77% go to university, whereas 21% of children with low GPS and from low SES backgrounds attend university. We find that the associations of GPS and SES with educational achievement are primarily additive, suggesting that their joint influence is particularly dramatic for children at the extreme ends of the distribution.
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Affiliation(s)
- Sophie von Stumm
- Department of Education, University of York, Heslington, York, UK
| | | | - Ziada Ayorech
- Bristol Medical School, Population Health Sciences, University of Bristol, Bristol, UK
| | - Andrew McMillan
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
| | - Kaili Rimfeld
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
| | - Philip S Dale
- Department of Speech and Hearing Sciences, University of New Mexico, Albuquerque, NM, USA
| | - Robert Plomin
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
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