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Liu Y, Chen J, Wei S, Wang P, Chen K, Liu J, Wang W. The association between parental warmth and children's prosocial behaviour: A moderated mediation analysis. Acta Psychol (Amst) 2024; 248:104344. [PMID: 38870690 DOI: 10.1016/j.actpsy.2024.104344] [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: 07/09/2023] [Revised: 03/26/2024] [Accepted: 06/10/2024] [Indexed: 06/15/2024] Open
Abstract
Prosocial behaviour is a bedrock of humane societies. Although previous studies have shown that parental style is an important contributing factor for children's prosocial behaviour, the psychological mechanism underlying this association in specific cultural background remains unclear. Based on the ecological systems theory, this study sought to explore the influence of parental warmth on children's prosocial behaviour, and the mediating effect of self-efficacy, as well as the moderating role of teachers' incentive evaluation in the link between self-efficacy and children's prosocial behaviour. This cross-sectional, survey-based study collected data from parents and teachers of 414 Chinese preschoolers (5-6 years old). Parents of these children finished questionnaires on the Chinese version of the short-form Egna minnen av. Barndoms uppfostran (s-EMBU-C), Child Behaviour Scale (CBS), and the revised General Self-efficacy Scale (GSES), while Incentive evaluation questionnaire was finished by their teachers. Results indicated that children who experience high parental warmth were more likely to act prosocially (b = 0.61, p < 0.001) and the association between parental warmth and prosocial behaviour was partially mediated by self-efficacy (indirect effect = 0.25, 95 % CI = [0.19, 0.32]). Besides, teachers' incentive evaluation moderated the link between self-efficacy and children's prosocial behaviour (b = 0.24, p < 0.001). Specifically, the effect of self-efficacy on prosocial behaviour was stronger for high teachers' incentive evaluation children than those with low teachers' incentive evaluation. These findings extend the existing understanding of the mechanism concerning the influence of parental warmth on prosocial behaviour in Chinese settings. The results revealed that interventions that could improve children's self-efficacy would be effective in accelerating their prosocial behaviour and schools played a crucial role in working with families to increase their self-efficacy at a young age. It should be noted that this study focused only on Chinese children of 5-6 years old, and the cross-sectional design means that the possibility of bidirectional effects could not be ruled out.
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Affiliation(s)
- Yongli Liu
- Department of Education Policy and Leadership, The Education University of Hong Kong, Hong Kong; Department of Education Science and Technology, Shanxi Datong University, Datong, China
| | - Junjun Chen
- Department of Education Policy and Leadership, The Education University of Hong Kong, Hong Kong
| | - Sumei Wei
- Department of Education, Quzhou University, Quzhou, China
| | - Pengcheng Wang
- School of Media and Communication, Shanghai Jiao Tong University, Shanghai, China
| | - Kun Chen
- Department of Education Science and Technology, Shanxi Datong University, Datong, China
| | - Jing Liu
- School of Journalism, Shanxi Datong University, Datong 037009, China
| | - Wei Wang
- Department of Education Science and Technology, Shanxi Datong University, Datong, China; Department of Education, Datong Normal College, Datong, China.
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2
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Stienstra K, Knigge A, Maas I. Gene-environment interaction analysis of school quality and educational inequality. NPJ SCIENCE OF LEARNING 2024; 9:14. [PMID: 38429323 PMCID: PMC10907386 DOI: 10.1038/s41539-024-00225-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/23/2023] [Accepted: 02/13/2024] [Indexed: 03/03/2024]
Abstract
We study to what extent schools increase or decrease environmental and genetic influences on educational performance. Building on behavioral genetics literature on gene-environment interactions and sociological literature on the compensating and amplifying effects of schools on inequality, we investigate whether the role of genes and the shared environment is larger or smaller in higher-quality school environments. We apply twin models to Dutch administrative data on the educational performance of 18,384 same-sex and 11,050 opposite-sex twin pairs, enriched with data on the quality of primary schools. Our results show that school quality does not moderate genetic and shared-environmental influences on educational performance once the moderation by SES is considered. We find a gene-environment interplay for school SES: genetic variance decreases with increasing school SES. This school SES effect partly reflects parental SES influences. Yet, parental SES does not account for all the school SES moderation, suggesting that school-based processes play a role too.
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Affiliation(s)
- Kim Stienstra
- Department of Sociology/ICS, Utrecht University, Utrecht, The Netherlands.
| | - Antonie Knigge
- Department of Sociology/ICS, Utrecht University, Utrecht, The Netherlands
| | - Ineke Maas
- Department of Sociology/ICS, Utrecht University, Utrecht, The Netherlands
- Department of Sociology, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
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3
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Wang T, Xu H, Li C, Zhang F, Wang J. Dynamic insights into research trends and trajectories in early reading: an analytical exploration via dynamic topic modeling. Front Psychol 2024; 15:1326494. [PMID: 38384349 PMCID: PMC10879438 DOI: 10.3389/fpsyg.2024.1326494] [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: 10/23/2023] [Accepted: 01/22/2024] [Indexed: 02/23/2024] Open
Abstract
Introduction Early reading has gained significant attention in the academic community. With the increasing volume of literature on this subject, it has become crucial to assess the current research landscape and identify emerging trends. Methods This study utilized the dynamic topic model to analyze a corpus of 1,638 articles obtained from the Web of Science Core Collection to furnish a lucid understanding of the prevailing research and forecast possible future directions. Results Our in-depth assessment discerned 11 cardinal topics, among which notable ones were interventions' impacts on early reading competencies; foundational elements of early reading: phonological awareness, letters, and, spelling; and early literacy proficiencies in children with autism spectrum disorder. Although most topics have received consistent research attention, there has been a marked increase in some topics' popularity, such as foundational elements of early reading and early literary proficiencies in children with autism spectrum disorder. Conversely, other topics exhibited a downturn. Discussion This analytical endeavor has yielded indispensable insights for scholars, decision-makers, and field practitioners, steering them toward pivotal research interrogatives, focal interest zones, and prospective research avenues. As per our extensive survey, this paper is a pioneering holistic purview of the seminal areas of early reading that highlights expected scholarly directions.
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Affiliation(s)
- Ting Wang
- College of Science and Technology, Ningbo University, Cixi, China
| | - Hanqing Xu
- College of Science and Technology, Ningbo University, Cixi, China
| | - Chenyuan Li
- College of Science and Technology, Ningbo University, Cixi, China
| | - Fan Zhang
- College of Science and Technology, Ningbo University, Cixi, China
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4
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Ramos C, Pereira AF, Feher A, Baptista J. How does sensitivity influence early executive function? A critical review on hot and cool processes. Infant Behav Dev 2023; 73:101895. [PMID: 37856950 DOI: 10.1016/j.infbeh.2023.101895] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2022] [Revised: 09/26/2023] [Accepted: 10/08/2023] [Indexed: 10/21/2023]
Abstract
There is compelling evidence that the quality of caregiver-child interactions during toddlerhood and the preschool years supports the development of executive function (EF) (Bernier et al., 2010; 2015; 2016; Fay-Stammbach et al., 2014; Geeraerts et al., 2021). Based on such findings, we make the case herein that sensitivity may be one of the most important dimensions of parenting contributing to early EF. In the present article, we will review empirical evidence, integrating findings from a wide range of scientific disciplines - cognitive psychology, neuroscience, and developmental psychopathology - and present theoretical ideas about how two contexts of sensitive caregiving - i.e. sensitivity to distress and non-distress cues - may be contributing differently to hot and cool EF development. Implications for future investigations on the environmental contributors of early EF, and its mechanisms, are discussed.
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Affiliation(s)
- Cláudia Ramos
- Iscte-Instituto Universitário de Lisboa, CIS-Iscte, Lisboa, Portugal.
| | - Alfredo F Pereira
- NOVA School of Science and Technology, Center of Technology and Systems (UNINOVA-CTS), NOVA University Lisbon.
| | - Amber Feher
- Iscte-Instituto Universitário de Lisboa, CIS-Iscte, Lisboa, Portugal.
| | - Joana Baptista
- Iscte-Instituto Universitário de Lisboa, CIS-Iscte, Lisboa, Portugal.
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5
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Dong L, Giangrande EJ, Womack SR, Yoo K, Beam CR, Jacobson KC, Turkheimer E. A Longitudinal Analysis of Gene x Environment Interaction on Verbal Intelligence Across Adolescence and Early Adulthood. Behav Genet 2023; 53:311-330. [PMID: 37171531 DOI: 10.1007/s10519-023-10145-y] [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: 10/05/2022] [Accepted: 04/21/2023] [Indexed: 05/13/2023]
Abstract
The Scarr-Rowe hypothesis proposes that the heritability of intelligence is higher in more advantaged socioeconomic contexts. An early demonstration of this hypothesis was Rowe and colleagues (Rowe et al., Child Dev 70:1151-1162, 1999), where an interaction between the heritability of verbal intelligence and parental education was identified in adolescent siblings in Wave I of the National Longitudinal Study of Adolescent to Adult Health. The present study repeated their original analysis at Wave I using contemporary methods, replicated the finding during young adulthood at Wave III, and analyzed the interaction longitudinally utilizing multiple measurements. We examined parental education, family income, and peer academic environment as potential moderators. Results indicated increased heritability and decreased shared environmental variance of verbal intelligence at higher levels of parental education and peer academic environment in adolescence. Moreover, moderation by peer academic environment persisted into adulthood with its effect partially attributable to novel gene-environment interactions that arose in the process of cognitive development.
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Affiliation(s)
- LiChen Dong
- Department of Psychology, University of Wisconsin - Madison, Madison, WI, USA.
| | - Evan J Giangrande
- Department of Psychology, University of Virginia, Charlottesville, VA, USA
| | - Sean R Womack
- Department of Psychology, University of Virginia, Charlottesville, VA, USA
| | - Kristy Yoo
- Keck School of Medicine, University of Southern California, Los Angeles, CA, USA
| | - Christopher R Beam
- Department of Psychology, University of Southern California, Los Angeles, CA, USA
- Leonard Davis School of Gerontology, University of Southern California, Los Angeles, CA, USA
| | - Kristen C Jacobson
- Department of Psychiatry & Behavioral Neuroscience, University of Chicago, Chicago, IL, USA
| | - Eric Turkheimer
- Department of Psychology, University of Virginia, Charlottesville, VA, USA
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6
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Church JA, Grigorenko EL, Fletcher JM. The Role of Neural and Genetic Processes in Learning to Read and Specific Reading Disabilities: Implications for Instruction. READING RESEARCH QUARTERLY 2023; 58:203-219. [PMID: 37456924 PMCID: PMC10348696 DOI: 10.1002/rrq.439] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/20/2020] [Accepted: 06/29/2021] [Indexed: 07/18/2023]
Abstract
To learn to read, the brain must repurpose neural systems for oral language and visual processing to mediate written language. We begin with a description of computational models for how alphabetic written language is processed. Next, we explain the roles of a dorsal sublexical system in the brain that relates print and speech, a ventral lexical system that develops the visual expertise for rapid orthographic processing at the word level, and the role of cognitive control networks that regulate attentional processes as children read. We then use studies of children, adult illiterates learning to read, and studies of poor readers involved in intervention, to demonstrate the plasticity of these neural networks in development and in relation to instruction. We provide a brief overview of the rapid increase in the field's understanding and technology for assessing genetic influence on reading. Family studies of twins have shown that reading skills are heritable, and molecular genetic studies have identified numerous regions of the genome that may harbor candidate genes for the heritability of reading. In selected families, reading impairment has been associated with major genetic effects, despite individual gene contributions across the broader population that appear to be small. Neural and genetic studies do not prescribe how children should be taught to read, but these studies have underscored the critical role of early intervention and ongoing support. These studies also have highlighted how structured instruction that facilitates access to the sublexical components of words is a critical part of training the brain to read.
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Affiliation(s)
| | - Elena L Grigorenko
- University of Houston, Texas, USA; Baylor College of Medicine, Houston, Texas, USA; and St. Petersburg State University, Russia
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7
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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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8
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Stienstra K, Karlson KB. The nature-nurture of academic achievement at the intersection between gender, family background, and school context. SOCIAL SCIENCE RESEARCH 2023; 111:102870. [PMID: 36898789 DOI: 10.1016/j.ssresearch.2023.102870] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/14/2022] [Revised: 12/06/2022] [Accepted: 02/14/2023] [Indexed: 06/18/2023]
Abstract
We investigate the role of gender, family SES, school SES, and their intersection in educational achievement using a twin design. Drawing on theories of gene-environment interaction, we test whether high-SES environments compensate genetic risks or enhance genetic potential, and its dependency on gender. Using data on 37,000 Danish twin and sibling pairs from population-wide administrative registers, we report three main findings. First, for family SES, but not for school SES, we find that genetic influences play a slightly smaller role in high-SES environments. Second, this relationship is moderated by child gender: in high-SES families, the genetic influence is considerably lower for boys than for girls. Third, the moderating effect of family SES for boys is almost entirely driven by children attending low-SES schools. Our findings thus point to significant heterogeneity in gene-environment interactions, highlighting the importance of considering the multiplicity of social contexts.
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Affiliation(s)
- Kim Stienstra
- Department of Sociology/ICS, Utrecht University, the Netherlands.
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9
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Lachmann T, Bergström K. The multiple-level framework of developmental dyslexia: the long trace from a neurodevelopmental deficit to an impaired cultural technique. JOURNAL OF CULTURAL COGNITIVE SCIENCE 2023. [DOI: 10.1007/s41809-023-00118-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/19/2023]
Abstract
AbstractDevelopmental dyslexia is a neurodevelopmental disorder characterized by an unexpected impairment in literacy acquisition leading to specific poor academic achievement and possible secondary symptoms. The multi-level framework of developmental dyslexia considers five levels of a causal pathway on which a given genotype is expressed and hierarchically transmitted from one level to the next under the increasing influence of individual learning-relevant traits and environmental factors moderated by cultural conditions. These levels are the neurobiological, the information processing and the skill level (prerequisites and acquisition of literacy skills), the academic achievement level and the level of secondary effects. Various risk factors are present at each level within the assumed causal pathway and can increase the likelihood of exhibiting developmental dyslexia. Transition from one level to the next is neither unidirectional nor inevitable. This fact has direct implications for prevention and intervention which can mitigate transitions from one level to the next. In this paper, various evidence-based theories and findings regarding deficits at different levels are placed in the proposed framework. In addition, the moderating effect of cultural impact at and between information processing and skill levels are further elaborated based on a review of findings regarding influences of different writing systems and orthographies. These differences impose culture-specific demands for literacy-specific cognitive procedures, influencing both literacy acquisition and the manifestation of developmental dyslexia.
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10
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Cheesman R, Borgen NT, Lyngstad TH, Eilertsen EM, Ayorech Z, Torvik FA, Andreassen OA, Zachrisson HD, Ystrom E. A population-wide gene-environment interaction study on how genes, schools, and residential areas shape achievement. NPJ SCIENCE OF LEARNING 2022; 7:29. [PMID: 36302785 PMCID: PMC9613652 DOI: 10.1038/s41539-022-00145-8] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/27/2022] [Accepted: 10/11/2022] [Indexed: 06/16/2023]
Abstract
A child's environment is thought to be composed of different levels that interact with their individual genetic propensities. However, studies have not tested this theory comprehensively across multiple environmental levels. Here, we quantify the contributions of child, parent, school, neighbourhood, district, and municipality factors to achievement, and investigate interactions between polygenic indices for educational attainment (EA-PGI) and environmental levels. We link population-wide administrative data on children's standardised test results, schools and residential identifiers to the Norwegian Mother, Father, and Child Cohort Study (MoBa), which includes >23,000 genotyped parent-child trios. We test for gene-environment interactions using multilevel models with interactions between EA-PGI and random effects for school and residential environments (thus remaining agnostic to specific features of environments). We use parent EA-PGI to control for gene-environment correlation. We found an interaction between students' EA-PGI and schools suggesting compensation: higher-performing schools can raise overall achievement without leaving children with lower EA-PGI behind. Differences between schools matter more for students with lower EA-PGI, explaining 4 versus 2% of the variance in achievement for students 2 SD below versus 2 SD above the mean EA-PGI. Neighbourhood, district, and municipality variation contribute little to achievement (<2% of the variance collectively), and do not interact with children's individual EA-PGI. Policy to reduce social inequality in achievement in Norway should focus on tackling unequal support across schools for children with difficulties.
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Affiliation(s)
- Rosa Cheesman
- PROMENTA Research Center, Department of Psychology, University of Oslo, Oslo, Norway.
| | - Nicolai T Borgen
- Department of Special Needs Education, Faculty of Educational Sciences, University of Oslo, Oslo, Norway
| | - Torkild H Lyngstad
- Department of Sociology & Human Geography, University of Oslo, Oslo, Norway
| | - Espen M Eilertsen
- PROMENTA Research Center, Department of Psychology, University of Oslo, Oslo, Norway
| | - Ziada Ayorech
- PROMENTA Research Center, Department of Psychology, University of Oslo, Oslo, Norway
| | - Fartein A Torvik
- PROMENTA Research Center, Department of Psychology, University of Oslo, Oslo, Norway
- Centre for Fertility and Health, Norwegian Institute of Public Health, Oslo, Norway
| | - Ole A Andreassen
- NORMENT Centre, Division of Mental Health and Addiction, Oslo University Hospital & Institute of Clinical Medicine, University of Oslo, Oslo, Norway
| | - Henrik D Zachrisson
- Department of Special Needs Education, Faculty of Educational Sciences, University of Oslo, Oslo, Norway
| | - Eivind Ystrom
- PROMENTA Research Center, Department of Psychology, University of Oslo, Oslo, Norway
- Department of Mental Disorders, Norwegian Institute of Public Health, Oslo, Norway
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11
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Cheesman R, Eilertsen EM, Ayorech Z, Borgen NT, Andreassen OA, Larsson H, Zachrisson H, Torvik FA, Ystrom E. How interactions between ADHD and schools affect educational achievement: a family-based genetically sensitive study. J Child Psychol Psychiatry 2022; 63:1174-1185. [PMID: 35789088 PMCID: PMC9796390 DOI: 10.1111/jcpp.13656] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 05/19/2022] [Indexed: 01/01/2023]
Abstract
BACKGROUND Children with ADHD tend to achieve less than their peers in school. It is unknown whether schools moderate this association. Nonrandom selection of children into schools related to variations in their ADHD risk poses a methodological problem. METHODS We linked data on ADHD symptoms of inattention and hyperactivity and parent-child ADHD polygenic scores (PGS) from the Norwegian Mother, Father, and Child Cohort Study (MoBa) to achievement in standardised tests and school identifiers. We estimated interactions of schools with individual differences between students in inattention, hyperactivity, and ADHD-PGS using multilevel models with random slopes for ADHD effects on achievement over schools. In our PGS analyses, we adjust for parental selection of schools by adjusting for parental ADHD-PGS (a within-family PGS design). We then tested whether five school sociodemographic measures explained any interactions. RESULTS Analysis of up to 23,598 students attending 2,579 schools revealed interactions between school and ADHD effects on achievement. The variability between schools in the effects of inattention, hyperactivity and within-family ADHD-PGS on achievement was 0.08, 0.07 and 0.05 SDs, respectively. For example, the average effect of inattention on achievement was β = -0.23 (SE = 0.009), but in 2.5% of schools with the weakest effects, the value was -0.07 or less. ADHD has a weaker effect on achievement in higher-performing schools. Schools make more of a difference to the achievements of students with higher levels of ADHD, explaining over four times as much variance in achievement for those with high versus average inattention symptoms. School sociodemographic measures could not explain the ADHD-by-school interactions. CONCLUSIONS Although ADHD symptoms and genetic risk tend to hinder achievement, schools where their effects are weaker do exist. Differences between schools in support for children with ADHD should be evened out.
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Affiliation(s)
- Rosa Cheesman
- PROMENTA Research Center, Department of PsychologyUniversity of OsloOsloNorway
| | - Espen M. Eilertsen
- PROMENTA Research Center, Department of PsychologyUniversity of OsloOsloNorway,Centre for Fertility and HealthNorwegian Institute of Public HealthOsloNorway
| | - Ziada Ayorech
- PROMENTA Research Center, Department of PsychologyUniversity of OsloOsloNorway
| | | | - Ole A. Andreassen
- NORMENT, Division of Mental Health and AddictionOslo University HospitalOsloNorway,Institute of Clinical MedicineUniversity of OsloOsloNorway
| | - Henrik Larsson
- Department of Medical Epidemiology and BiostatisticsKarolinska InstitutetStockholmSweden,School of Medical SciencesÖrebro UniversityÖrebroSweden
| | | | - Fartein A. Torvik
- PROMENTA Research Center, Department of PsychologyUniversity of OsloOsloNorway,Centre for Fertility and HealthNorwegian Institute of Public HealthOsloNorway
| | - Eivind Ystrom
- PROMENTA Research Center, Department of PsychologyUniversity of OsloOsloNorway,Department of Mental DisordersNorwegian Institute of Public HealthOsloNorway
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12
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Holden LR, Haughbrook R, Hart SA. Developmental behavioral genetics research on school achievement is missing vulnerable children, to our detriment. New Dir Child Adolesc Dev 2022; 2022:47-55. [PMID: 36162231 PMCID: PMC9713684 DOI: 10.1002/cad.20485] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
Gene-environment processes tell us how genetic predispositions and environments work together to influence children in schools. One type of gene-environment process that has been extensively studied using behavioral genetics methods is a gene-by-environment interaction. A gene-by-environment interaction shows us when the effect of your context on a phenotype differs depending on your genetic predispositions, or vice versa, when the effect of your genetic predispositions on a phenotype differs depending on your context. Developmental behavioral geneticists interested in children's school achievement have examined many different contexts within the gene-by-environment interaction model, including contexts measured from within children's home and school environments. However, this work has been overwhelmingly focused on WEIRD samples children, leaving us with non-inclusive scientific evidence. This can lead to detrimental outcomes when we overgeneralize this non-inclusive scientific evidence to racialized groups. We conclude with a call to include racialized children in more research samples.
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Affiliation(s)
| | | | - Sara A Hart
- Florida State University, Tallahassee, Florida, USA
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13
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Animal models of developmental dyslexia: Where we are and what we are missing. Neurosci Biobehav Rev 2021; 131:1180-1197. [PMID: 34699847 DOI: 10.1016/j.neubiorev.2021.10.022] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2021] [Revised: 10/20/2021] [Accepted: 10/22/2021] [Indexed: 12/21/2022]
Abstract
Developmental dyslexia (DD) is a complex neurodevelopmental disorder and the most common learning disability among both school-aged children and across languages. Recently, sensory and cognitive mechanisms have been reported to be potential endophenotypes (EPs) for DD, and nine DD-candidate genes have been identified. Animal models have been used to investigate the etiopathological pathways that underlie the development of complex traits, as they enable the effects of genetic and/or environmental manipulations to be evaluated. Animal research designs have also been linked to cutting-edge clinical research questions by capitalizing on the use of EPs. For the present scoping review, we reviewed previous studies of murine models investigating the effects of DD-candidate genes. Moreover, we highlighted the use of animal models as an innovative way to unravel new insights behind the pathophysiology of reading (dis)ability and to assess cutting-edge preclinical models.
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14
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Chang CC, Nghiem TPL, Fan Q, Tan CLY, Oh RRY, Lin BB, Shanahan DF, Fuller RA, Gaston KJ, Carrasco LR. Genetic Contribution to Concern for Nature and Proenvironmental Behavior. Bioscience 2021. [DOI: 10.1093/biosci/biab103] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
Abstract
Abstract
Earth is undergoing a devastating extinction crisis caused by human impacts on nature, but only a fraction of society is strongly concerned and acting on the crisis. Understanding what determines people's concern for nature, environmental movement activism, and personal conservation behavior is fundamental if sustainability is to be achieved. Despite its potential importance, the study of the genetic contribution to concern for nature and proenvironmental behaviors has been neglected. Using a twin data set (N = 2312), we show moderate heritability (30%–40%) for concern for nature, environmental movement activism, and personal conservation behavior and high genetic correlations between them (.6–.7), suggesting a partially shared genetic basis. Our results shed light on the individual variation in sustainable behaviors, highlighting the importance of understanding both the environmental and genetic components in the pursuit of sustainability.
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Affiliation(s)
| | | | - Qiao Fan
- Duke-NUS Medical School, Singapore
| | | | - Rachel Rui Ying Oh
- Centre for Biodiversity and Conservation Sciences, University of Queensland, Brisbane, Australia
| | - Brenda B Lin
- CSIRO Land and Water Flagship, Dutton Park, Queensland, Australia
| | | | - Richard A Fuller
- Centre for Biodiversity and Conservation Sciences, University of Queensland, Brisbane, Australia
| | - Kevin J Gaston
- Environment and Sustainability Institute, University of Exeter, Penryn, United Kingdom
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Gunn B, Smolkowski K, Strycker LA, Dennis C. Measuring Explicit Instruction Using Classroom Observations of Student-Teacher Interactions (COSTI). Perspect Behav Sci 2021; 44:267-283. [PMID: 34632278 PMCID: PMC8476672 DOI: 10.1007/s40614-021-00291-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/27/2021] [Indexed: 11/24/2022] Open
Abstract
This article describes the development and technical adequacy of the Classroom Observations of Student Teacher Interactions (COSTI) instrument, a tool for measuring the frequency and rate of explicit instructional interactions, such as those used in Direct Instruction curricula, for teaching children basic reading and math skills. COSTI was originally developed to provide teachers with coaching feedback to improve their explicit reading instructional practices, and has been shown in multiple studies to be a reliable and valid predictor of student gains in beginning reading and math skills. This article discusses potential uses of the instrument for training and coaching across curricula with varying instructional design features, and lays out a future research agenda to further improve COSTI and related observation tools for studying explicit instructional practices and their contribution to student learning.
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Affiliation(s)
- Barbara Gunn
- Oregon Research Institute, 1776 Millrace Drive, Eugene, OR 97403 USA
| | - Keith Smolkowski
- Oregon Research Institute, 1776 Millrace Drive, Eugene, OR 97403 USA
| | - Lisa A. Strycker
- Oregon Research Institute, 1776 Millrace Drive, Eugene, OR 97403 USA
| | - Caroline Dennis
- Oregon Research Institute, 1776 Millrace Drive, Eugene, OR 97403 USA
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16
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Little CW, Lonigan CJ, Phillips BM. Differential Patterns of Growth in Reading and Math Skills during Elementary School. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2021; 113:462-476. [PMID: 34017147 DOI: 10.1037/edu0000635] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
This study investigated developmental trajectories of reading and math using latent-growth-curve analyses across multiple academic skills, measures, and multiple time periods within a single sample. Reading-related growth was marked by significant individual differences during the early elementary-school period and non-significant individual differences during the late elementary-school period. For math-related skills, non-significant individual differences were present for early math growth and significant individual differences were present in late elementary-school. No clear pattern of cumulative, compensatory, or stable development emerged for either reading-related or math skills. These differing growth patterns highlight developmental complexities and suggest domain-specific differences in achievement growth that are potentially associated with contextual factors.
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Affiliation(s)
| | - Christopher J Lonigan
- Florida State University, Department of Psychology.,Florida State University, Florida Center for Reading Research
| | - Beth M Phillips
- Florida State University, Florida Center for Reading Research.,Florida State University, Department of Educational Psychology and Learning Systems
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17
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Micalizzi L, Marceau K, Evans AS, Brick LA, Palmer RHC, Heath AC, Knopik VS. A sibling-comparison study of smoking during pregnancy and risk for reading-related problems. Neurotoxicol Teratol 2021; 84:106961. [PMID: 33577969 PMCID: PMC7965354 DOI: 10.1016/j.ntt.2021.106961] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2020] [Revised: 01/29/2021] [Accepted: 01/30/2021] [Indexed: 12/25/2022]
Abstract
This research examines the relationship between smoking during pregnancy (SDP) and risk for reading related problems in siblings discordant for exposure to SDP. Data (N = 173 families) were drawn from the Missouri Mothers and Their Children study, a sample, identified using birth records (years 1998-2005), in which mothers changed her smoking behavior between two pregnancies (Child 1 [older sibling]: M = 12.99; Child 2 [younger sibling]: M = 10.19). A sibling comparison approach was used, providing a robust test for the association between SDP and reading related outcomes in school-aged children. Results suggested within-family (i.e., potentially causal) associations between SDP and reading and language/comprehension factor scores, as well as between SDP and specific reading-related skills, including reading accuracy and receptive language, with increased exposure to SDP associated with decreased performance. SDP was not associated with spelling, reading rate, or receptive vocabulary. Initial within-family associations between SDP and word-letter identification, phonetic/decoding skills, and reading comprehension were fully attenuated following partial control for genetic and environmental confounding of the associations. These findings indicate that exposure to SDP is associated with poorer performance on some, but not all skills assessed.
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Affiliation(s)
- Lauren Micalizzi
- Center for Alcohol and Addiction Studies, Brown University School of Public Health, Box G-S121-5, Providence, RI 02903, United States of America.
| | - Kristine Marceau
- Department of Human Development and Family Studies, Purdue University, 1202 W State Street, West Lafayette, IN 47907, United States of America
| | - Allison S Evans
- Concord Comprehensive Neuropsychological Services, 86 Baker Avenue Extension #301, Concord, MA 01742, United States of America
| | - Leslie A Brick
- Department of Psychiatry and Human Behavior, Warren Alpert Medical School of Brown University, 345 Blackstone Blvd, Providence, RI 02906, United States of America
| | - Rohan H C Palmer
- Behavioral Genetics of Addiction Laboratory, Department of Psychology, Emory University, 36 Eagle Row, Atlanta, GA 30322, United States of America
| | - Andrew C Heath
- Midwest Alcoholism Research Center, Department of Psychiatry, Washington University School of Medicine, 660 S Euclid Ave, St. Louis, MO 63110, United States of America
| | - Valerie S Knopik
- Department of Human Development and Family Studies, Purdue University, 1202 W State Street, West Lafayette, IN 47907, United States of America
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18
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Daucourt MC, Haughbrook R, van Bergen E, Hart SA. The association of parent-reported executive functioning, reading, and math is explained by nature, not nurture. Dev Psychol 2020; 56:2246-2261. [PMID: 33090832 DOI: 10.1037/dev0001126] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Abstract
According to the hybrid model (van Bergen, van der Leij, & de Jong, 2014), the significant association among executive functioning (EF), reading, and math may be partially explained by parent-reported EF's role as a common risk and/or protective factor in reading and math (dis)abilities. The current study used a sample of 434 twin pairs (Mage = 12.12) from Florida to conduct genetically sensitive modeling on children's parent-reported EF, reading, and math skills to determine the common and unique etiological influences among the three domains. EF was measured through parent report and reading and math were measured with standardized test scores drawn from Florida's Progress Monitoring and Reporting Network as well as standardized parent-administered assessments collected by mail. Our trivariate Cholesky modeling showed that no matter which parent-reported EF component was modeled, the overlap of parent-reported EF with reading and math was explained by common genetic influences. Supplemental analysis suggested that this might in part be due to general parent report of problem behaviors. Additionally, significant environmental influences, with higher shared environmental overlap than previous work, were also found for reading and math. Findings indicate that poor parent-reported EF is a common cognitive risk factor for reading and math disabilities, which is driven by a shared genetic basis among all three domains. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
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Affiliation(s)
| | | | - Elsje van Bergen
- Department of Biological Psychology, Vrije Universiteit Amsterdam
| | - Sara A Hart
- Florida Center for Reading Research, Florida State University
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19
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Liebig J, Friederici AD, Neef NE. Auditory brainstem measures and genotyping boost the prediction of literacy: A longitudinal study on early markers of dyslexia. Dev Cogn Neurosci 2020; 46:100869. [PMID: 33091833 PMCID: PMC7576516 DOI: 10.1016/j.dcn.2020.100869] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2019] [Revised: 09/07/2020] [Accepted: 09/20/2020] [Indexed: 02/05/2023] Open
Abstract
Multi-domain profiles advance retrospective prediction of emergent literacy. DCDC2 and KIAA0319 risk variants influence emergent spelling skills. Combined DYX2 and auditory brainstem measures enhance predictive model fits. Additional benefit of preliterate phonological awareness on predictive power.
Literacy acquisition is impaired in children with developmental dyslexia resulting in lifelong struggle to read and spell. Proper diagnosis is usually late and commonly achieved after structured schooling started, which causes delayed interventions. Legascreen set out to develop a preclinical screening to identify children at risk of developmental dyslexia. To this end we examined 93 preliterate German children, half of them with a family history of dyslexia and half of them without a family history. We assessed standard demographic and behavioral precursors of literacy, acquired saliva samples for genotyping, and recorded speech-evoked brainstem responses to add an objective physiological measure. Reading and spelling was assessed after two years of structured literacy instruction. Multifactorial regression analyses considering demographic information, genotypes, and auditory brainstem encoding, predicted children’s literacy skills to varying degrees. These predictions were improved by adding the standard psychometrics with a slightly higher impact on spelling compared to reading comprehension. Our findings suggest that gene-brain-behavior profiling has the potential to determine the risk of developmental dyslexia. At the same time our results imply the need for a more sophisticated assessment to fully account for the disparate cognitive profiles and the multifactorial basis of developmental dyslexia.
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Affiliation(s)
- Johanna Liebig
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstr. 1a, 04103 Leipzig, Germany.
| | - Angela D Friederici
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstr. 1a, 04103 Leipzig, Germany.
| | - Nicole E Neef
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstr. 1a, 04103 Leipzig, Germany; Department of Clinical Neurophysiology, Georg-August-University, Göttingen, Robert-Koch-Straße 40, 37075 Göttingen, Germany; Department of Diagnostic and Interventional Neuroradiology, Georg-August-University, Robert-Koch-Str. 40, 37075 Göttingen, Germany.
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20
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Byrne B, Little CW, Olson RK, Larsen SA, Coventry WL, Weymouth R. Comment on Asbury and Wai (2019), "Viewing education policy through a genetic lens," Journal of School Choice. JOURNAL OF SCHOOL CHOICE 2020; 14:501-515. [PMID: 33727903 PMCID: PMC7959005 DOI: 10.1080/15582159.2020.1779577] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Asbury and Wai (Journal of School Choice, 2019) perform a valuable service by summarizing much available behavior--genetic research on academic achievement. However they consider that no specific policies stem from the research body at this time. Here we do propose a policy based on some of our research using twins, namely that available funding for students struggling with learning to read be targeted to them individually rather than allocated to schools per se. We briefly canvass some practical issues, such as the variety of funding mechanisms, best-practice intervention techniques, and identification of struggling readers. We also outline a general research strategy for uncovering factors contributing to educational attainment that takes behavior-genetic research as its starting point and drills down from there, and advocate including genetically-sensitive methods in a growing list of quantitative research techniques in education.
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Affiliation(s)
- Brian Byrne
- University of New England, Armidale NSW 2351 Australia
| | | | | | | | | | - Rachel Weymouth
- NSW Department of Education, PO Box 751 Armidale NSW 2351 Australia
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21
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Taylor J, Erbeli F, Hart SA, Johnson W. Early classroom reading gains moderate shared environmental influences on reading comprehension in adolescence. J Child Psychol Psychiatry 2020; 61:689-698. [PMID: 31595512 PMCID: PMC7138719 DOI: 10.1111/jcpp.13134] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 08/30/2019] [Indexed: 11/30/2022]
Abstract
BACKGROUND Reading is important for children's success in school and beyond, yet many adolescents fail to reach expected levels of proficiency. This highlights the need to better understand the factors that influence reading effectiveness over time, including genes and environment. Greater expression of genetic influence on first- and second-grade reading fluency has been observed in higher quality classroom reading environments. To what degree this early environment continues to influence genetic and other environmental influences on later reading is unknown and was tested in this study. METHODS The quality of the early classroom reading environment was approximated by gains in oral reading fluency (ORF) across the school year among first- or second-grade classmates of 546 MZ and 1,016 DZ twin children (mean age = 7.13 years; SD = 0.45) who had reading comprehension scores from a state-wide mandatory test in school year 2013-2014 when most twin pairs were in seventh to tenth grade (mean age = 14.41; SD = 1.13) in a variable called Class ORF Gain. Biometrical models were fit to the data to assess whether Class ORF Gain moderated the genetic, shared environmental and/or nonshared environmental variance associated with adolescent reading comprehension. RESULTS Class ORF Gain moderated shared environmental influences on reading comprehension 6-9 years later. When early classroom reading gains were poor, variability in reading comprehension in adolescence was high and was associated largely with shared environmental influences. When early classroom reading gains were good, overall and shared environmentally influenced variability in adolescent reading comprehension was lower so that genetic influences were most relevant in explaining that variability. CONCLUSIONS Our findings suggested that classroom reading environment experienced when children were learning to read had a lasting influence on the factors underlying variability in later reading effectiveness.
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Abstract
The Florida State Twin Registry has existed for nearly two decades, and it grew primarily over 10 years as part of the Florida Learning Disability Research Center at Florida State University. The registry contains 2753 sets of twins and other multiples in Florida. The mean age of the sample currently is 17.96 years (SD = 2.05). The registry is diverse in terms of race and ethnicity (49% White, 19% African American, 24% Hispanic and 8% mixed or other). The characteristics of the samples and measures in the studies that served to build the registry are outlined.
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23
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Koniewski M. The Teacher Self-Efficacy Scale (TSES) Factorial Structure Evidence Review and New Evidence From Polish-Speaking Samples. EUROPEAN JOURNAL OF PSYCHOLOGICAL ASSESSMENT 2019. [DOI: 10.1027/1015-5759/a000475] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Abstract. The Teacher Self-Efficacy Scale (TSES) is a widely accepted and enthusiastically used measurement instrument. Unfortunately, little firm evidence is available to support its factorial structure. The article reports on the results of the TSES administered to large representative samples of primary (2,083) and lower-secondary school teachers (2,382) in Poland, along with the results of reanalyzed US data, based on which the scale was developed. The results support TSES as a reliable instrument applicable across countries. However, they also highlight the importance of analyzing the factorial structure of the scale with each application, as it may require modifications when administered to different samples. Additionally, moderate evidence was found in Polish data for TSES to be invariant between primary and lower-secondary school teachers.
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Affiliation(s)
- Maciej Koniewski
- Department of Philosophy, Institute of Sociology, Jagiellonian University, Kraków, Poland
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24
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Erbeli F, Campbell AR, Hart SA. Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills. J Vis Exp 2019. [PMID: 31609333 DOI: 10.3791/60061] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022] Open
Abstract
The Cholesky decomposition method is the gold standard used in the field of behavioral genetics. The method is popular because it is easy to program and solve. Using this method, researchers can explore individual differences in longitudinal relations of different variables across multiple time points. The method allows investigators to decompose variance into (1) unique genetic, shared and non-shared environmental effects that arise at specific time points as well as (2) overlapping genetic, shared and non-shared environmental effects that carry over from one time point to another. However, the method does not identify the mechanisms or origins underlying these effects. The current report focuses on application of the Cholesky decomposition method in the field of educational psychology. Specifically, it discusses individual differences in longitudinal relations between kindergarten letter knowledge, kindergarten phonological awareness, first grade word-level reading skills, and seventh grade reading comprehension.
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Affiliation(s)
- Florina Erbeli
- Department of Educational Psychology, Texas A&M University;
| | | | - Sara A Hart
- Department of Psychology and Florida Center for Reading Research, Florida State University
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25
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Daucourt MC, Erbeli F, Little CW, Haughbrook R, Hart SA. A Meta-Analytical Review of the Genetic and Environmental Correlations between Reading and Attention-Deficit Hyperactivity Disorder Symptoms and Reading and Math. SCIENTIFIC STUDIES OF READING : THE OFFICIAL JOURNAL OF THE SOCIETY FOR THE SCIENTIFIC STUDY OF READING 2019; 24:23-56. [PMID: 32189961 PMCID: PMC7079676 DOI: 10.1080/10888438.2019.1631827] [Citation(s) in RCA: 28] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/10/2018] [Revised: 06/03/2019] [Accepted: 06/11/2019] [Indexed: 05/28/2023]
Abstract
According to the Multiple Deficit Model, comorbidity results when the genetic and environmental risk factors that increase the liability for a disorder are domain-general. In order to explore the role of domain-general etiological risk factors in the co-occurrence of learning-related difficulties, the current meta-analysis compiled 38 studies of third through ninth-grade children to estimate the average genetic, shared environmental, and nonshared environmental correlations between reading and attention-deficit/hyperactivity disorder (ADHD) symptoms, and reading and math, as well as their potential moderators. Results revealed average genetic, shared and nonshared environmental correlations between reading and ADHD symptoms of .42, .64, and .20, and reading and math of .71, .90, and .56, suggesting that reading and math may have more domain-general risk factors than reading and ADHD symptoms. A number of significant sources of heterogeneity were also found and discussed. These results have important implications for both intervention and classification of learning disabilities.
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Affiliation(s)
- Mia C. Daucourt
- Florida State University, Department of Psychology, Tallahassee, FL, USA
| | - Florina Erbeli
- Texas A&M University, Department of Educational Psychology, College Station, TX, USA
| | - Callie W. Little
- University of New England, School of Psychology & Behavioural Sciences, Armidale, Australia
| | - Rasheda Haughbrook
- Florida State University, Department of Psychology, Tallahassee, FL, USA
| | - Sara A. Hart
- Florida State University, Department of Psychology, Tallahassee, FL, USA
- Florida State University, Florida Center for Reading Research, Tallahassee, FL, USA
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26
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Little CW, Hart SA, Phillips BM, Schatschneider C, Taylor JE. Exploring neighborhood environmental influences on reading comprehension. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2019; 62:173-184. [PMID: 31662593 DOI: 10.1016/j.appdev.2019.02.009] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
Affiliation(s)
| | - Sara A Hart
- Florida Center for Reading Research, Florida State University.,Department of Psychology, Florida State University
| | - Beth M Phillips
- Florida Center for Reading Research, Florida State University.,Department of Educational Psychology and Learning Systems, Florida State University
| | - Christopher Schatschneider
- Florida Center for Reading Research, Florida State University.,Department of Psychology, Florida State University
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28
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Mascheretti S, Andreola C, Scaini S, Sulpizio S. Beyond genes: A systematic review of environmental risk factors in specific reading disorder. RESEARCH IN DEVELOPMENTAL DISABILITIES 2018; 82:147-152. [PMID: 29566979 DOI: 10.1016/j.ridd.2018.03.005] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/27/2017] [Revised: 03/10/2018] [Accepted: 03/11/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND While an understanding of the genetic contributions to specific reading disorder (RD) is emerging, there is no agreement about which putative hazard factors are clearly involved in the aetiology of this disorder. AIMS A literature review looking at the impact of environmental risk variables implicated in RD either per se or when interacting with the genes. METHODS AND PROCEDURES We performed a systematic literature review using the following keywords: dyslexia OR reading disability AND environmental risk factors OR environmental hazard factors, in the following electronic databases: PubMed, Scopus and PsycINFO, without any time restrictions. OUTCOMES AND RESULTS Gestational weeks and birth weight are among the pre- and peri-natal risk factors shown to reliably predict reading readiness and the odds of having RD. Inconclusive findings have been reported for maternal cigarette smoking, family history of psychiatric and medical diseases, and risk of miscarriage. A broad definition of familial socio-economic status and home literacy environment have been identified as good life-long risk predictors of reading skills. CONCLUSIONS AND IMPLICATIONS We highlighted the need to consider environmental hazards, their interactions and interactions with RD-candidate genes in the study of the aetiology of RD in order to provide much-needed insight into how these variables influence reading skills.
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Affiliation(s)
- Sara Mascheretti
- Scientific Institute, IRCCS Eugenio Medea, Bosisio Parini, Italy
| | - Chiara Andreola
- Scientific Institute, IRCCS Eugenio Medea, Bosisio Parini, Italy
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29
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Ozernov-Palchik O, Norton ES, Wang Y, Beach SD, Zuk J, Wolf M, Gabrieli JDE, Gaab N. The relationship between socioeconomic status and white matter microstructure in pre-reading children: A longitudinal investigation. Hum Brain Mapp 2018; 40:741-754. [PMID: 30276914 DOI: 10.1002/hbm.24407] [Citation(s) in RCA: 42] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2018] [Revised: 09/11/2018] [Accepted: 09/17/2018] [Indexed: 12/18/2022] Open
Abstract
Reading is a learned skill crucial for educational attainment. Children from families of lower socioeconomic status (SES) tend to have poorer reading performance and this gap widens across years of schooling. Reading relies on the orchestration of multiple neural systems integrated via specific white-matter pathways, but there is limited understanding about whether these pathways relate differentially to reading performance depending on SES background. Kindergarten white-matter FA and second-grade reading outcomes were investigated in an SES-diverse sample of 125 children. The three left-hemisphere white-matter tracts most associated with reading, and their right-hemisphere homologs, were examined: arcuate fasciculus (AF), superior longitudinal fasciculus (SLF), and inferior longitudinal fasciculus (ILF). There was a significant and positive association between SES and fractional anisotropy (FA) in the bilateral ILF in kindergarten. SES moderated the association between kindergarten ILF and second grade reading performance, such that it was positive in lower-SES children, but not significant in higher-SES children. These results have implications for understanding the role of the environment in the development of the neural pathways that support reading.
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Affiliation(s)
- Ola Ozernov-Palchik
- Department of Brain and Cognitive Sciences and McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA.,Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA
| | - Elizabeth S Norton
- Department of Communication Sciences and Disorders, Department of Medical Social Sciences, and Institute for Innovations in Developmental Sciences, Northwestern University, Evanston, IL
| | - Yingying Wang
- College of Education and Human Sciences, University of Nebraska, Lincoln, NE
| | - Sara D Beach
- Department of Brain and Cognitive Sciences and McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA.,Harvard Medical School, Boston, Massachusetts Boston Children's Hospital, Boston, MA
| | - Jennifer Zuk
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA.,Harvard Medical School, Boston, Massachusetts Boston Children's Hospital, Boston, MA
| | - Maryanne Wolf
- Center for Dyslexia, Diverse Learners, and Social Justice, Graduate School of Education and Information Studies, UCLA
| | - John D E Gabrieli
- Department of Brain and Cognitive Sciences and McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA
| | - Nadine Gaab
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA.,Harvard Medical School, Boston, Massachusetts Boston Children's Hospital, Boston, MA
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30
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The Nature of Nurture: Using a Virtual-Parent Design to Test Parenting Effects on Children's Educational Attainment in Genotyped Families. Twin Res Hum Genet 2018. [DOI: 10.1017/thg.2018.11] [Citation(s) in RCA: 103] [Impact Index Per Article: 17.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
Abstract
Research on environmental and genetic pathways to complex traits such as educational attainment (EA) is confounded by uncertainty over whether correlations reflect effects of transmitted parental genes, causal family environments, or some, possibly interactive, mixture of both. Thus, an aggregate of thousands of alleles associated with EA (a polygenic risk score; PRS) may tap parental behaviors and home environments promoting EA in the offspring. New methods for unpicking and determining these causal pathways are required. Here, we utilize the fact that parents pass, at random, 50% of their genome to a given offspring to create independent scores for the transmitted alleles (conventional EA PRS) and a parental score based on allelesnot transmittedto the offspring (EA VP_PRS). The formal effect of non-transmitted alleles on offspring attainment was tested in 2,333 genotyped twins for whom high-quality measures of EA, assessed at age 17 years, were available, and whose parents were also genotyped. Four key findings were observed. First, the EA PRS and EA VP_PRS were empirically independent, validating the virtual-parent design. Second, in this family-based design, children's own EA PRS significantly predicted their EA (β = 0.15), ruling out stratification confounds as a cause of the association of attainment with the EA PRS. Third, parental EA PRS predicted the SES environment parents provided to offspring (β = 0.20), and parental SES and offspring EA were significantly associated (β = 0.33). This would suggest that the EA PRS is at least as strongly linked to social competence as it is to EA, leading to higher attained SES in parents and, therefore, a higher experienced SES for children. In a full structural equation model taking account of family genetic relatedness across multiple siblings the non-transmitted allele effects were estimated at similar values; but, in this more complex model, confidence intervals included zero. A test using the forthcoming EA3 PRS may clarify this outcome. The virtual-parent method may be applied to clarify causality in other phenotypes where observational evidence suggests parenting may moderate expression of other outcomes, for instance in psychiatry.
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31
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Country-by-genotype-by-environment interaction in childhood academic achievement. Proc Natl Acad Sci U S A 2017; 114:13318-13320. [PMID: 29217638 DOI: 10.1073/pnas.1718938115] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
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32
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Schmiedel V, Vogt H, Walach H. Are pupils' 'Programme for International Student Assessment (PISA)' scores associated with a nation's fish consumption? Scand J Public Health 2017; 46:675-679. [PMID: 29160148 DOI: 10.1177/1403494817717834] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
AIMS Omega-3 fatty acids are essential for neurodevelopment. Fish is a major source of these essential nutrients. We asked whether a nation's fish consumption is associated with its pupils' PISA scores as measures of school achievement, independent of economic status and breastfeeding. Method (Design and Setting): This was a regression analytic study based on published data. RESULTS Data on fish consumption and PISA scores were available for 64 countries. A significant regression model explained 72% of the variance in PISA scores. Breastfeeding does not enter the model. After controlling for technical and/or economic development, a nation's fish consumption remains a significant predictor, explaining an additional 4% of the variance. DISCUSSION This effect is likely due to the fact that fish, as the major source of omega-3 polyunsaturated fatty acids for a population, is important for the omega-3 supply to mothers and the early neurodevelopment of their children. CONCLUSIONS Fish consumption, as a proxy for a population's omega-3 supply, is an independent predictor of pupils' school achievement, in addition to a nation's economic development.
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Affiliation(s)
| | - Hans Vogt
- 2 European University Viadrina, Institute of Transcultural Health Studies, Frankfurt (Oder), Germany
| | - Harald Walach
- 3 Universiy Witten-Herdecke, Department of Psychology, Witten, Germany.,4 Poznan Medical University, Department of Pediatric Gastroenterology, Poznan, Poland
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Abstract
Over the past 50 years, research on children and adults with learning disabilities has seen significant advances. Neuropsychological research historically focused on the administration of tests sensitive to brain dysfunction to identify putative neural mechanisms underlying learning disabilities that would serve as the basis for treatment. Led by research on classifying and identifying learning disabilities, four pivotal changes in research paradigms have produced a contemporary scientific, interdisciplinary, and international understanding of these disabilities. These changes are (1) the emergence of cognitive science, (2) the development of quantitative and molecular genetics, (3) the advent of noninvasive structural and functional neuroimaging, and (4) experimental trials of interventions focused on improving academic skills and addressing comorbid conditions. Implications for practice indicate a need to move neuropsychological assessment away from a primary focus on systematic, comprehensive assessment of cognitive skills toward more targeted performance-based assessments of academic achievement, comorbid conditions, and intervention response that lead directly to evidence-based treatment plans. Future research will continue to cross disciplinary boundaries to address questions regarding the interaction of neurobiological and contextual variables, the importance of individual differences in treatment response, and an expanded research base on (a) the most severe cases, (b) older people with LDs, and (c) domains of math problem solving, reading comprehension, and written expression. (JINS, 2017, 23, 930-940).
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34
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Swagerman SC, van Bergen E, Dolan C, de Geus EJC, Koenis MMG, Hulshoff Pol HE, Boomsma DI. Genetic transmission of reading ability. BRAIN AND LANGUAGE 2017; 172:3-8. [PMID: 26300341 DOI: 10.1016/j.bandl.2015.07.008] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/08/2015] [Revised: 07/01/2015] [Accepted: 07/16/2015] [Indexed: 05/07/2023]
Abstract
Reading is the processing of written language. Family resemblance for reading (dis)ability might be due to transmission of a genetic liability or due to family environment, including cultural transmission from parents to offspring. Familial-risk studies exploring neurobehavioral precursors for dyslexia and twin studies can only speak to some of these issues, but a combined twin-family study can resolve the nature of the transmitted risk. Word-reading fluency scores of 1100 participants from 431 families (with twins, siblings and their parents) were analyzed to estimate genetic and environmental sources of variance, and to test the presence of assortative mating and cultural transmission. Results show that variation in reading ability is mainly caused by additive and non-additive genetic factors (64%). The substantial assortative mating (rfather-mother=0.38) has scientific and clinical implications. We conclude that parents and offspring tend to resemble each other for genetic reasons, and not due to cultural transmission.
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Affiliation(s)
- Suzanne C Swagerman
- Department of Biological Psychology, VU University Amsterdam, van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands.
| | - Elsje van Bergen
- Department of Biological Psychology, VU University Amsterdam, van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands; Department of Experimental Psychology, University of Oxford, 9 South Parks Road, Oxford OX1 3UD, United Kingdom
| | - Conor Dolan
- Department of Biological Psychology, VU University Amsterdam, van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands
| | - Eco J C de Geus
- Department of Biological Psychology, VU University Amsterdam, van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands; EMGO(+) Institute of Health and Care Research, VU University Medical Center, Van der Boechorststraat 7, 1081 BT Amsterdam, The Netherlands
| | - Marinka M G Koenis
- Brain Center Rudolf Magnus, Department of Psychiatry, University Medical Center Utrecht, Universiteitsweg 100, 3584 CG Utrecht, The Netherlands
| | - Hilleke E Hulshoff Pol
- Brain Center Rudolf Magnus, Department of Psychiatry, University Medical Center Utrecht, Universiteitsweg 100, 3584 CG Utrecht, The Netherlands
| | - Dorret I Boomsma
- Department of Biological Psychology, VU University Amsterdam, van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands
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35
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Malanchini M, Wang Z, Voronin I, Schenker VJ, Plomin R, Petrill SA, Kovas Y. Reading self-perceived ability, enjoyment and achievement: A genetically informative study of their reciprocal links over time. Dev Psychol 2017; 53:698-712. [PMID: 28333527 PMCID: PMC5363396 DOI: 10.1037/dev0000209] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Extant literature has established a consistent association between aspects of reading motivation, such as enjoyment and self-perceived ability, and reading achievement, in that more motivated readers are generally more skilled readers. However, the developmental etiology of this relation is yet to be investigated. The present study explores the development of the motivation-achievement association and its genetic and environmental underpinnings. Applying cross-lagged design in a sample of 13,825 twins, we examined the relative contribution of genetic and environmental factors to the association between reading enjoyment and self-perceived ability and reading achievement. Children completed a reading comprehension task and self-reported their reading enjoyment and perceived ability twice in middle childhood: when they were 9-10 and 12 years old. Results showed a modest reciprocal association over time between reading motivation (enjoyment and perceived ability) and reading achievement. Reading motivation at age 9-10 statistically predicted the development of later achievement, and similarly, reading achievement at age 9-10 predicted the development of later motivation. This reciprocal association was observed beyond the stability of the variables and their contemporaneous correlation and was largely explained by genetic factors. (PsycINFO Database Record
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Affiliation(s)
| | - Zhe Wang
- Center for Gerontology, Virginia Tech
| | - Ivan Voronin
- Psychological Institute of Russian Academy of Education
| | | | - Robert Plomin
- MRC Social, Genetic, & Developmental Psychiatry Centre, Institute of Psychiatry, King's College London
| | | | - Yulia Kovas
- Psychology Department, Goldsmiths University of London
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36
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Grasby KL, Coventry WL, Byrne B, Olson RK. Little Evidence That Socioeconomic Status Modifies Heritability of Literacy and Numeracy in Australia. Child Dev 2017; 90:623-637. [PMID: 28832969 DOI: 10.1111/cdev.12920] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Socioeconomic status (SES) has been found to moderate the influence of genes and the environment on cognitive ability, such that genetic influence is greater when SES is higher, and the shared environment is greater when SES is lower, but not in all Western countries. The effects of both family and school SES on the heritability of literacy and numeracy in Australian twins aged 8, 10, 12, and 14 years with 1,307, 1,235, 1,076, and 930 pairs at each age, respectively, were tested. Shared environmental influences on Grade 3 literacy were greater with low family SES, and no other moderating effects of SES were significant. These findings are contrasted with results from the United States and the United Kingdom.
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Affiliation(s)
- Katrina L Grasby
- Queensland Institute of Medical Research.,University of New England
| | | | - Brian Byrne
- University of New England.,Australian Research Council Centre of Excellence for Cognition and its Disorders.,National Health and Medical Research Council Centre of Excellence in Twin Research
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37
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Taylor J, Ennis CR, Hart SA, Mikolajewski AJ, Schatschneider C. Home Environmental and Behavioral Risk Indices for Reading Achievement. LEARNING AND INDIVIDUAL DIFFERENCES 2017; 57:9-21. [PMID: 29151723 DOI: 10.1016/j.lindif.2017.05.010] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
The goal of this study was to identify home environmental and temperament/behavior variables that best predict standardized reading comprehension scores among school-aged children. Data from 269 children aged 9-16 (M = 12.08; SD = 1.62) were used in discriminant function analyses to create the Home and Behavior indices. Family income was controlled in each index. The final Home and Behavior models each classified around 75% of cases correctly (reading comprehension at grade level vs. not). Each index was then used to predict other outcomes related to reading. Results showed that Home and/or Behavior accounted for 4-7% of the variance in reading fluency and spelling and 20-35% of the variance in parent-rated problems in math, social anxiety, and other dimensions. These metrics show promise as environmental and temperament/behavior risk scores that could be used to predict and potentially screen for further assessment of reading related problems.
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Affiliation(s)
- Jeanette Taylor
- Department of Psychology, Florida State University, 1107 W. Call St., Tallahassee, FL 32306-4301, United States
| | - Chelsea R Ennis
- Department of Psychology, Florida State University, 1107 W. Call St., Tallahassee, FL 32306-4301, United States
| | - Sara A Hart
- Department of Psychology, Florida State University, 1107 W. Call St., Tallahassee, FL 32306-4301, United States.,Florida Center for Reading Research, Florida State University, 2010 Levy Ave., Tallahassee, FL 32310, United States
| | - Amy J Mikolajewski
- Department of Psychology, Florida State University, 1107 W. Call St., Tallahassee, FL 32306-4301, United States
| | - Christopher Schatschneider
- Department of Psychology, Florida State University, 1107 W. Call St., Tallahassee, FL 32306-4301, United States.,Florida Center for Reading Research, Florida State University, 2010 Levy Ave., Tallahassee, FL 32310, United States
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38
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Perceived Family Cohesion Moderates Environmental Influences on Prosocial Behavior in Nigerian Adolescent Twins. Twin Res Hum Genet 2017; 20:226-235. [PMID: 28347396 DOI: 10.1017/thg.2017.15] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
Research shows that perceived family cohesion is positively related to prosocial behavior in adolescents. In this study, we investigated heritability of prosocial behavior (PB) and perceived family cohesion (FC) among Nigerian twins attending public schools in Lagos State, Nigeria (mean age = 14.7 years, SD = 1.7 years), and explored the issue of whether children's perception of cohesive family environment moderated genetic and environmental influences on (PB). The PB scale of the Strengths and Difficulties Questionnaire and the FC scale of the Family Adaptability and Cohesion Evaluation Scale III were completed by 2,376 twins (241 monozygotic (MZ) male, 354 MZ female, 440 dizygotic (DZ) male, 553 DZ female, and 788 opposite-sex DZ twins). A general sex-limitation and the bivariate genotype by environment interaction (G×E) models were applied to the data. The general sex-limitation model showed no significant sex differences, indicating that additive genetic and non-shared environmental influences were, 38% (95% CI = 31, 46) and 62% (95% CI = 54, 69) for PB and 33% (95% CI = 24, 40) and 67% (95% CI = 60, 76) for FC in both sexes. These estimates were similar to those found in Western and Asian twin studies to date. The correlation between PB and FC was 0.36. The best-fitting bivariate G×E model indicated that FC significantly moderated non-shared environmental influence unique to PB (E×E interaction). Specifically, non-shared environmental contributions to PB were highest when FC was lowest, and decreased as the levels of FC increased. However, genetic variances in PB were stable across all levels of FC. These findings suggest that FC reduces individual differences in PB by changing non-shared environmental experiences rather than genetic factors in PB.
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39
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Little CW, Hart SA, Quinn JM, Tucker-Drob EM, Taylor J, Schatschneider C. Exploring the Co-Development of Reading Fluency and Reading Comprehension: A Twin Study. Child Dev 2016; 88:934-945. [PMID: 27859016 DOI: 10.1111/cdev.12670] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
This study explores the co-development of two related but separate reading skills, reading fluency and reading comprehension, across Grades 1-4. A bivariate biometric dual change score model was applied to longitudinal data collected from 1,784 twin pairs between the ages of 6 and 10 years. Grade 1 skills were influenced by highly overlapping genetic and environmental factors. Growth in both skills was influenced by highly overlapping shared environmental factors. Cross-lagged parameters indicated bidirectional effects, with stronger effects from fluency to comprehension change than from comprehension to fluency change.
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40
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Connor CM, Day SL, Phillips B, Sparapani N, Ingebrand SW, McLean L, Barrus A, Kaschak MP. Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School. Child Dev 2016; 87:1813-1824. [PMID: 27264645 PMCID: PMC5138137 DOI: 10.1111/cdev.12570] [Citation(s) in RCA: 39] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/31/2023]
Abstract
Many assume that cognitive and linguistic processes, such as semantic knowledge (SK) and self-regulation (SR), subserve learned skills like reading. However, complex models of interacting and bootstrapping effects of SK, SR, instruction, and reading hypothesize reciprocal effects. Testing this "lattice" model with children (n = 852) followed from first to second grade (5.9-10.4 years of age) revealed reciprocal effects for reading and SR, and reading and SK, but not SR and SK. More effective literacy instruction reduced reading stability over time. Findings elucidate the synergistic and reciprocal effects of learning to read on other important linguistic, self-regulatory, and cognitive processes; the value of using complex models of development to inform intervention design; and how learned skills may influence development during middle childhood.
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41
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Wong PCM, Vuong LC, Liu K. Personalized learning: From neurogenetics of behaviors to designing optimal language training. Neuropsychologia 2016; 98:192-200. [PMID: 27720749 DOI: 10.1016/j.neuropsychologia.2016.10.002] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2016] [Revised: 08/08/2016] [Accepted: 10/04/2016] [Indexed: 01/11/2023]
Abstract
Variability in drug responsivity has prompted the development of Personalized Medicine, which has shown great promise in utilizing genotypic information to develop safer and more effective drug regimens for patients. Similarly, individual variability in learning outcomes has puzzled researchers who seek to create optimal learning environments for students. "Personalized Learning" seeks to identify genetic, neural and behavioral predictors of individual differences in learning and aims to use predictors to help create optimal teaching paradigms. Evidence for Personalized Learning can be observed by connecting research in pharmacogenomics, cognitive genetics and behavioral experiments across domains of learning, which provides a framework for conducting empirical studies from the laboratory to the classroom and holds promise for addressing learning effectiveness in the individual learners. Evidence can also be seen in the subdomain of speech learning, thus providing initial support for the applicability of Personalized Learning to language.
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Affiliation(s)
- Patrick C M Wong
- Dept of Linguistics & Modern Languages and Brain and Mind Institute, The Chinese University of Hong Kong, Hong Kong SAR, People's Republic of China.
| | - Loan C Vuong
- Dept of Linguistics & Modern Languages and Brain and Mind Institute, The Chinese University of Hong Kong, Hong Kong SAR, People's Republic of China
| | - Kevin Liu
- Feinberg School of Medicine, Northwestern University, USA
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42
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Haughbrook R, Hart SA, Schatschneider C, Taylor J. Genetic and environmental influences on early literacy skills across school grade contexts. Dev Sci 2016; 20. [PMID: 27496364 DOI: 10.1111/desc.12434] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2015] [Accepted: 03/07/2016] [Indexed: 11/30/2022]
Abstract
Recent research suggests that the etiology of reading achievement can differ across environmental contexts. In the US, schools are commonly assigned grades (e.g. 'A', 'B') often interpreted to indicate school quality. This study explored differences in the etiology of early literacy skills for students based on these school grades. Participants included twins drawn from the Florida Twin Project on Reading (n = 1313 pairs) aged 4 to 10 years during the 2006-07 school year. Early literacy skills were assessed with DIBELS subtests: Oral Reading Fluency (ORF), Nonsense Word Fluency (NWF), Initial Sound Fluency (ISF), Letter Naming Fluency (LNF), and Phoneme Segmentation Fluency (PSF). School grade data were retrieved from the Florida Department of Education. Multi-group analyses were conducted separately for subsamples defined by 'A' or 'non-A' schools, controlling for school-level socioeconomic status. Results indicated significant etiological differences on pre-reading skills (ISF, LNF, and PSF), but not word-level reading skills (ORF and NWF). There was a consistent trend of greater environmental influences on pre-reading skills in non-A schools, arguably representing 'poorer' environmental contexts than the A schools. Importantly, this is the case outside of resources linked with school-level SES, indicating that something about the direct environment on pre-reading skills in the non-A school context is more variable than for A schools.
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Affiliation(s)
| | - Sara A Hart
- Department of Psychology, Florida State University, USA.,Florida Center for Reading Research, USA
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43
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Grasby KL, Coventry WL, Byrne B, Olson RK, Medland SE. Genetic and Environmental Influences on Literacy and Numeracy Performance in Australian School Children in Grades 3, 5, 7, and 9. Behav Genet 2016; 46:627-648. [DOI: 10.1007/s10519-016-9797-z] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2015] [Accepted: 05/28/2016] [Indexed: 10/21/2022]
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44
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Ozernov-Palchik O, Yu X, Wang Y, Gaab N. Lessons to be learned: how a comprehensive neurobiological framework of atypical reading development can inform educational practice. Curr Opin Behav Sci 2016; 10:45-58. [PMID: 27766284 DOI: 10.1016/j.cobeha.2016.05.006] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023]
Abstract
Dyslexia is a heritable reading disorder with an estimated prevalence of 5-17%. A multiple deficit model has been proposed that illustrates dyslexia as an outcome of multiple risks and protective factors interacting at the genetic, neural, cognitive, and environmental levels. Here we review the evidence on each of these levels and discuss possible underlying mechanisms and their reciprocal interactions along a developmental timeline. Current and potential implications of neuroscientific findings for contemporary challenges in the field of dyslexia, as well as for reading development and education in general, are then discussed.
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Affiliation(s)
- Ola Ozernov-Palchik
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, MA 02115, United States; Center for Reading and Language Research, Tufts University, Medford, MA 02155, United States
| | - Xi Yu
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, MA 02115, United States; Harvard Medical School, Boston, MA 02115, United States
| | - Yingying Wang
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, MA 02115, United States; Harvard Medical School, Boston, MA 02115, United States
| | - Nadine Gaab
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, MA 02115, United States; Harvard Medical School, Boston, MA 02115, United States; Harvard Graduate School of Education, Cambridge, MA 02138, United States
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45
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Bates TC, Hansell NK, Martin NG, Wright MJ. When does socioeconomic status (SES) moderate the heritability of IQ? No evidence for g × SES interaction for IQ in a representative sample of 1176 Australian adolescent twin pairs. INTELLIGENCE 2016. [DOI: 10.1016/j.intell.2016.02.003] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
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46
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De Laet S, Colpin H, Van Leeuwen K, Van den Noortgate W, Claes S, Janssens A, Goossens L, Verschueren K. Transactional Links Between Teacher-Student Relationships and Adolescent Rule-Breaking Behavior and Behavioral School Engagement: Moderating Role of a Dopaminergic Genetic Profile Score. J Youth Adolesc 2016; 45:1226-44. [PMID: 27013478 DOI: 10.1007/s10964-016-0466-6] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/26/2015] [Accepted: 03/10/2016] [Indexed: 12/14/2022]
Abstract
Throughout adolescence, there is an increase in rule-breaking behavior and a decrease in behavioral school engagement. The role of teacher-student relationship quality in the development of these adjustment problems remains understudied. This study examined how adolescent-reported teacher-student affiliation and dissatisfaction and parent-reported rule-breaking behavior and behavioral engagement impact one another throughout adolescence. In addition, we examined the moderating effect of genes by means of a Biologically Informed Multilocus genetic Profile Score (BIMPS), a composite score reflecting the cumulative effect of multiple dopaminergic genes, with a higher score indicating higher dopamine signaling in the adolescent brain. We used three-year longitudinal data from 1111 adolescents (51 % boys; M age = 13.79), and their parents. Cross-lagged analyses revealed a transactional process in which adolescents who display more rule-breaking behavior and less behavioral engagement experienced increased subsequent dissatisfaction with their teachers, which in turn further increased their adjustment problems. Also, adolescents with more adjustment problems experienced decreased subsequent affiliation with their teachers. The other way around, adolescents' behavioral engagement also benefitted from positive relationships with teachers. Multi-group analyses revealed genetic moderation for behavioral engagement, but not for rule-breaking. Specifically, adolescents who had a BIMPS score coding for moderate levels of dopamine signaling (instead of high or low signaling) were most affected in their behavioral engagement when they experienced dissatisfaction with their teachers. Our study findings may guide schools in implementing interventions to create a supportive class and school environment including positive, supportive teacher-student relationships and indicate that providing a such a supportive school environment is important for all adolescents.
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Affiliation(s)
- Steven De Laet
- Research Group for School Psychology and Child and Adolescent Development (SCAD), University of Leuven, Tiensestraat 102, box 3717, 3000, Louvain, Belgium.
| | - Hilde Colpin
- Research Group for School Psychology and Child and Adolescent Development (SCAD), University of Leuven, Tiensestraat 102, box 3717, 3000, Louvain, Belgium
| | - Karla Van Leeuwen
- Research Group for Parenting and Special Education, University of Leuven, Louvain, Belgium
| | - Wim Van den Noortgate
- Research Group for Parenting and Special Education, University of Leuven, Louvain, Belgium
| | - Stephan Claes
- Research Group for Psychiatry, Department of Neurosciences, University of Leuven, Louvain, Belgium
| | - Annelies Janssens
- Research Group for School Psychology and Child and Adolescent Development (SCAD), University of Leuven, Tiensestraat 102, box 3717, 3000, Louvain, Belgium
| | - Luc Goossens
- Research Group for School Psychology and Child and Adolescent Development (SCAD), University of Leuven, Tiensestraat 102, box 3717, 3000, Louvain, Belgium
| | - Karine Verschueren
- Research Group for School Psychology and Child and Adolescent Development (SCAD), University of Leuven, Tiensestraat 102, box 3717, 3000, Louvain, Belgium
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47
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De Laet S, Colpin H, Van Leeuwen K, Van den Noortgate W, Claes S, Janssens A, Goossens L, Verschueren K. Teacher-student relationships and adolescent behavioral engagement and rule-breaking behavior: The moderating role of dopaminergic genes. J Sch Psychol 2016; 56:13-25. [PMID: 27268567 DOI: 10.1016/j.jsp.2016.02.002] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2015] [Revised: 11/18/2015] [Accepted: 02/17/2016] [Indexed: 12/31/2022]
Abstract
This study examined whether the dopamine transporter DAT1 and the dopamine receptor DRD4 genes moderate the effect of student-reported teacher-student relationship affiliation or dissatisfaction on parent-reported adolescent rule-breaking behavior and behavioral engagement. The sample included 1053 adolescents (51% boys, Mage=13.79) from grades 7 to 9. Regression analyses were conducted using Mplus while controlling for multiple testing and nested data. Adolescents who experienced stronger affiliation with their teachers were more engaged in school, whereas greater dissatisfaction predicted more rule-breaking behavior. In addition, a significant gene-environment interaction was found for both genes examined. The link between low teacher-student affiliation and low engagement was more pronounced for DAT1-10R homozygotes. The link between high teacher-student dissatisfaction and more rule-breaking was stronger for DRD4 non-long carriers. Implications for understanding the role of teacher-student relationships in adolescence and suggestions for future research are outlined.
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Affiliation(s)
- Steven De Laet
- Research Group for School Psychology and Child and Adolescent Psychology (SCAD), University of Leuven, Belgium.
| | - Hilde Colpin
- Research Group for School Psychology and Child and Adolescent Psychology (SCAD), University of Leuven, Belgium
| | - Karla Van Leeuwen
- Research Group for Parenting and Special Education, University of Leuven, Belgium
| | | | - Stephan Claes
- Research Group for Psychiatry, Department of Neurosciences, University of Leuven, Belgium
| | - Annelies Janssens
- Research Group for School Psychology and Child and Adolescent Psychology (SCAD), University of Leuven, Belgium
| | - Luc Goossens
- Research Group for School Psychology and Child and Adolescent Psychology (SCAD), University of Leuven, Belgium
| | - Karine Verschueren
- Research Group for School Psychology and Child and Adolescent Psychology (SCAD), University of Leuven, Belgium
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48
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Arvey RD, Li WD, Wang N. Genetics and Organizational Behavior. ANNUAL REVIEW OF ORGANIZATIONAL PSYCHOLOGY AND ORGANIZATIONAL BEHAVIOR 2016. [DOI: 10.1146/annurev-orgpsych-032414-111251] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
Articles on the genetics of complex human behaviors and psychological traits provided in past volumes of journals published by Annual Reviews tended to adopt a pathological perspective and focused heavily on the disorders of human affect and behaviors. In our review, we expand our focus to the more general, nonclinical population, and in particular on the advances in the understanding of the genetics of attitudes and behaviors in work settings. We review the recent and emerging literature using a behavioral genetics approach to examine the influence of genetics on a wide array of important constructs in organizational behavior (OB) research and provide unique theoretical insights offered by this approach. We discuss practical implications and future research directions from a broad person-environment interactionist perspective by taking a genetics approach.
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Affiliation(s)
- Richard D. Arvey
- Department of Management and Organization, National University of Singapore, Singapore 119245, Singapore
| | - Wen-Dong Li
- Department of Psychological Sciences, Kansas State University, Manhattan, Kansas 66506
| | - Nan Wang
- Department of Management and Organization, National University of Singapore, Singapore 119245, Singapore
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49
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Tucker-Drob EM, Bates TC. Large Cross-National Differences in Gene × Socioeconomic Status Interaction on Intelligence. Psychol Sci 2015; 27:138-149. [PMID: 26671911 DOI: 10.1177/0956797615612727] [Citation(s) in RCA: 162] [Impact Index Per Article: 18.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/12/2015] [Accepted: 09/29/2015] [Indexed: 11/17/2022] Open
Abstract
A core hypothesis in developmental theory predicts that genetic influences on intelligence and academic achievement are suppressed under conditions of socioeconomic privation and more fully realized under conditions of socioeconomic advantage: a Gene × Childhood Socioeconomic Status (SES) interaction. Tests of this hypothesis have produced apparently inconsistent results. We performed a meta-analysis of tests of Gene × SES interaction on intelligence and academic-achievement test scores, allowing for stratification by nation (United States vs. non-United States), and we conducted rigorous tests for publication bias and between-studies heterogeneity. In U.S. studies, we found clear support for moderately sized Gene × SES effects. In studies from Western Europe and Australia, where social policies ensure more uniform access to high-quality education and health care, Gene × SES effects were zero or reversed.
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50
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Pokropek A, Sikora J. Heritability, family, school and academic achievement in adolescence. SOCIAL SCIENCE RESEARCH 2015; 53:73-88. [PMID: 26188439 DOI: 10.1016/j.ssresearch.2015.05.005] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/23/2014] [Revised: 04/16/2015] [Accepted: 05/10/2015] [Indexed: 06/04/2023]
Abstract
We demonstrate how genetically informed designs can be applied to administrative exam data to study academic achievement. ACE mixture latent class models have been used with Year 6 and 9 exam data for seven cohorts of Polish students which include 24,285 pairs of twins. Depending on a learning domain and classroom environment history, from 58% to 88% of variance in exam results is attributable to heritability, up to 34% to shared environment and from 8% to 15% depends on unique events in students' lives. Moreover, between 54% and 66% of variance in students' learning gains made between Years 6 and 9 is explained by heritability. The unique environment accounts for between 34% and 46% of that variance. However, we find no classroom effects on student progress made between Years 6 and 9. We situate this finding against the view that classroom peer groups and teachers matter for adolescent learning.
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Affiliation(s)
- Artur Pokropek
- Institute of Philosophy and Sociology, Polish Academy of Sciences, Nowy Świat 72, 00-330 Warsaw, Poland.
| | - Joanna Sikora
- School of Sociology, Research School of Social Sciences, College of Arts and Social Sciences, Australian National University, Canberra, ACT 2601, Australia.
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