The Angular Gyrus as a Hub for Modulation of Language-related Cortex by Distinct Prefrontal Executive Control Regions

It has become clear in recent years that reading, while relying on domain-specific language processing regions, also involves regions that implement executive processes more broadly. Such executive control is generally considered to be implemented by prefrontal regions, which exert control via connectivity that allows them to modulate processing in target brain regions. The present study examined whether three previously identified and distinct executive control regions in the pFC [Wang, K., Banich, M. T., Reineberg, A. E., Leopold, D. R., Willcutt, E. G., Cutting, L. E., et al. Left posterior prefrontal regions support domain-general executive processes needed for both reading and math. Journal of Neuropsychology, 14, 467-495, 2020] show similar patterns of functional connectivity (FC) during a reading comprehension task as compared with a symbol identification condition. Our FC results in a sample of adolescents (n = 120) suggest all three regions commonly show associations with activity in "classic" left hemisphere reading areas, including the angular and supramarginal gyri, yet each exhibits differential connectivity as well. In particular, precentral regions show differential FC to parietal portions of the dorsal language stream, the inferior frontal junction shows differential FC to middle temporal regions of the right hemisphere and other regions involved in semantic processing, and portions of the inferior frontal gyrus show differential FC to an extensive set of right hemisphere prefrontal regions. These results suggest that prefrontal control over language-related regions occurs in a coordinated yet discrete manner.

Left posterior prefrontal regions support domain-general executive processes needed for both reading and math

Substantial evidence has suggested that reading and math are supported by executive processes (EP). However, to date little is known about which portion of the neural system underpinning domain-general executive skills works to support reading and math. In this study, we aimed to answer this question using fMRI via two complementary approaches. First, imaging data were acquired whilst a sample of 231 adolescents performed each of three separate tasks designed to assess reading comprehension, numerical magnitude estimation, and EP in working memory (WM), respectively. With careful task designs and conjunction analyses, we were able to isolate cross-domain brain activity specifically related to EP, as opposed to lower-level domain-general processes (e.g., visual processing). Second, the meta-analytic tool Neurosynth was used to independently identify brain regions involved reading, math, and EP. Using a combination of forward and reverse statistical inference and conjunction analyses, we again isolated brain regions specifically supporting domain-general EP. Results from both approaches yielded overlapping activation for reading, math, and EP in the left ventrolateral prefrontal cortex, left inferior frontal junction, and left precentral gyrus. This pattern suggests that posterior regions of the prefrontal cortex, rather than more central regions such as mid-DLPFC, play a leading role in supporting domain-general EP utilized by both reading and math.

Genetic and Environmental Influences on Decoding Skills - Implications for Music and Reading

Music education is associated with increased speech perception abilities and anecdotal evidence suggests musical training is also beneficial for performance in a variety of academic areas. In spite of this positive association, very little empirical evidence exists to support this claim except for a few studies linking musical training to improvements in verbal tasks. We evaluated the relationships between specific aspects of musical training/ability and scores on a series of standardized reading assessments in a sample of twins. There was a significant and positive relationship between self-reported sight-reading ability for sheet music and performance on passage comprehension - a standardized reading measure that relies on decoding and working memory. This effect was specific to sight reading ability, as other musical variables, such as number of years of practice or music theory, were not related to performance on this reading measure. Surprisingly, the verbal working memory ability we tested did not mediate this relationship. To determine whether there is a genetic component to these skills, we compared these relationships in pairs of monozygotic twins compared to dizygotic twins. Interestingly, intraclass correlations (ICCs) for sight reading and passage comprehension were both higher in monozygotic twins compared to dizygotic twins, though this effect was larger for passage comprehension than for sight reading. These results together suggest a familial and potentially partially shared inherited mechanism for success in both musical sight-reading ability and passage comprehension.

Effects of health status on pressure-induced changes in phocid immune function and implications for dive ability

The ability of marine mammals to cope with environmental challenges is a key determining factor in strandings and successful release of rehabilitated animals. Dive behavior is related to foraging and thus survival. While dive adaptations have been well studied, it is unknown how the immune system responds to diving and whether health status impacts immune function during diving. This study investigated the functional response of ex situ immune cells from stranded phocids to in vitro increased pressure, over the course of rehabilitation. Blood samples were drawn from stranded harbor seals (Phoca vitulina), gray seals (Halichoerus grypus) and harp seals (Phoca groenlandica) at the time of admit to the Mystic Aquarium, Mystic, CT and again after rehabilitation (pre-release). Phagocytosis, lymphocyte proliferation and immune cell activation were measured in vitro, with and without exposure to 2000 psi (simulated dive depth of 1360 m). Plasma epinephrine and norepinephrine, and serum cortisol were measured in vivo. All hormone values decreased between admit and release conditions. Under admit or release conditions, pressure exposures resulted in significant changes in granulocyte and monocyte phagocytosis, granulocyte expression of CD11b and lymphocyte expression of the IL2 receptor (IL2R). Overall, pressure exposures resulted in decreased phagocytosis for admit conditions, but increased phagocytosis in release samples. Expression of leukocyte activation markers, CD11b and IL2R, increased and the response did not differ between admit and release samples. Specific hematological and serum chemistry values also changed significantly between admit and release and were significantly correlated with pressure-induced changes in immune function. Results suggest (1) dive duration affects the response of immune cells, (2) different white blood cell types respond differently to pressure and (3) response varies with animal health. This is the first study describing the relationship between diving, immune function and health status in phocids.

Characterizing and decomposing the neural correlates of individual differences in reading ability among adolescents with task-based fMRI

To better characterize the neural correlates of the full spectrum of reading ability, this fMRI study examined how variations in reading ability correlate with task-based brain activity during reading among a large community sample of adolescents (N = 234). In addition, complimentary approaches taking advantage of empirical as well as independent meta-analytic information were employed to isolate neural substrates of domain-general executive processes that are predictive of reading ability. Age-related differences in brain activity were also examined. Better reading was associated with increased activation in left anterior and inferior temporal regions and parts of orbitofrontal cortex, along with reduced activation in the thalamus and left frontal eye field (FEF). Converging evidence suggests that FEF activity corresponds to executive processes during reading. In contrast, activity in temporal regions is likely to reflect cognitive processes specific to reading. Older adolescents also demonstrated increased activation in an orbitofrontal region that overlaps with the aforementioned age-independent, reading-related regions, along with reduced activity in parietal and occipital regions. These results suggest that comparedto poor readers, proficient readers benefit from efficient reading-specific processes and require less executive effort, implemented via the FEF, during a reading comprehension task.

Etiological Distinction Across Dimensions of Math Anxiety

Analyses have suggested math anxiety is a multidimensional construct. However, previous behavioral genetic work examining math anxiety was unidimensional. Thus, the purpose of the present study was to examine different approaches for specifying behavioral genetic models of math anxiety as a multidimensional construct. Three models were compared: a unidimensional model, a three dimension multidimensional model, and a bi-factor model, which partitioned variance into one common factor shared across three dimensions of math anxiety and examined residual variance in each dimension. The best fitting model was a bi-factor AE model, which suggested moderate heritability of general math anxiety and that each dimension of math anxiety had unique etiological influences not accounted for by shared variance with the general math anxiety factor. Thus, while there was evidence of shared etiology, there was also evidence of some etiological distinction across dimensions of math anxiety. The results demonstrate the importance of taking into account the dimensionality of the scale when interpreting similarity across twins.

Human Health Risk from Consumption of Marine Fish Contaminated with DDT and Its Metabolites in Maputo Bay, Mozambique

Many countries with incidence of malaria, including those surrounding Maputo Bay, use dichloro-diphenyl-trichloroethane (DDT) to reduce mosquitoes. This study is the first to estimate the human health risk associated with consumption of marine fish from Maputo Bay contaminated with DDTs. The median for ∑DDTs was 3.8 ng/g ww (maximum 280.9 ng/g ww). The overall hazard ratio for samples was 1.5 at the 75th percentile concentration and 28.2 at the 95th percentile. These calculations show increased potential cancer risks due to contamination by DDTs, data which will help policy makers perform a risk-benefit analysis of DDT use in malaria control programs in the region.

Approximate Number Sense Shares Etiological Overlap with Mathematics and General Cognitive Ability

Approximate number sense (ANS), the ability to rapidly and accurately compare quantities presented non-symbolically, has been proposed as a precursor to mathematics skills. Earlier work reported low heritability of approximate number sense, which was interpreted as evidence that approximate number sense acts as a fitness trait. However, viewing ANS as a fitness trait is discordant with findings suggesting that individual differences in approximate number sense acuity correlate with mathematical performance, a trait with moderate genetic effects. Importantly, the shared etiology of approximate number sense, mathematics, and general cognitive ability has remained unexamined. Thus, the etiology of approximate number sense and its overlap with math and general cognitive ability was assessed in the current study with two independent twin samples (N = 451 pairs). Results suggested that ANS acuity had moderate but significant additive genetic influences. ANS also had overlap with generalist genetic mechanisms accounting for variance and covariance in mathematics and general cognitive ability. Furthermore, ANS may have genetic factors unique to covariance with mathematics beyond overlap with general cognitive ability. Evidence across both samples was consistent with the proposal that the etiology of approximate number sense functions similar to that of mathematics and general cognitive skills.

Determinants of longitudinal health-related quality-of-life change in children with asthma from low-income families: a report from the PROMIS® Pediatric Asthma Study

BACKGROUND

How the longitudinal asthma control status and other socio-demographic factors influence the changes of health-related quality of life (HRQOL) among asthmatic children, especially from low-income families, has not been fully investigated.

OBJECTIVES

This study aimed to describe the trajectories of asthma-specific HRQOL over 15 months and examine the effect of asthma control status on HRQOL by taking socio-demographic factors into consideration.

METHODS

A total of 229 dyads of asthmatic children and their parents enroled in public insurance programs were recruited for assessing asthma control status and HRQOL over four time points of assessment. Asthma control status was measured using the Asthma Control and Communication Instrument, and asthma-specific HRQOL was assessed using the Patient-Reported Outcomes Measurement Information System's Pediatric Asthma Impact Scale. Latent growth models (LGMs) were applied to examine the trajectory of HRQOL and the factors contributing to the changes of HRQOL.

RESULTS

Unconditional LGM revealed that HRQOL was improved over time. Conditional LGM suggested that accounting for asthma control and participants' socio-demographic factors, the variation in the initial level of HRQOL was significant, yet the rate of change was not. Conditional LGM also revealed that poorly controlled asthma status was associated with poor HRQOL at each time point (P's < 0.05). Lower parental education was associated with lower baseline HRQOL (P < 0.05). Hispanic children had a larger increase in HRQOL over time (P < 0.01) than non-Hispanic White children.

CONCLUSIONS

Vulnerable socio-demographic characteristics and poorly controlled asthma status affect HRQOL in children. This finding encourages interventions to improve asthma control status and HRQOL in minority children.

Development in reading and math in children from different SES backgrounds: the moderating role of child temperament

Socioeconomic risks (SES risks) are robust risk factors influencing children's academic development. However, it is unclear whether the effects of SES on academic development operate universally in all children equally or whether they vary differentially in children with particular characteristics. The current study aimed to explore children's temperament as protective or risk factors that potentially moderate the associations between SES risks and academic development. Specifically, latent growth modeling (LGM) was used in two longitudinal datasets with a total of 2236 children to examine how family SES risks and children's temperament interactively predicted the development of reading and math from middle childhood to early adolescence. Results showed that low negative affect, high effortful control, and low surgency mitigated the negative associations between SES risks and both reading and math development in this developmental period. These findings underline the heterogeneous nature of the negative associations between SES risks and academic development and highlight the importance of the interplay between biological and social factors on individual differences in development.

Is Math Anxiety Always Bad for Math Learning? The Role of Math Motivation

The linear relations between math anxiety and math cognition have been frequently studied. However, the relations between anxiety and performance on complex cognitive tasks have been repeatedly demonstrated to follow a curvilinear fashion. In the current studies, we aimed to address the lack of attention given to the possibility of such complex interplay between emotion and cognition in the math-learning literature by exploring the relations among math anxiety, math motivation, and math cognition. In two samples-young adolescent twins and adult college students-results showed inverted-U relations between math anxiety and math performance in participants with high intrinsic math motivation and modest negative associations between math anxiety and math performance in participants with low intrinsic math motivation. However, this pattern was not observed in tasks assessing participants' nonsymbolic and symbolic number-estimation ability. These findings may help advance the understanding of mathematics-learning processes and provide important insights for treatment programs that target improving mathematics-learning experiences and mathematical skills.

Why children differ in motivation to learn: Insights from over 13,000 twins from 6 countries

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Genes rather than environment contribute to family resemblance in academic motivation.

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Environmental influences stemmed entirely from individual specific experiences.

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Attending same vs. different classes did not affect twin similarity in motivation.

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Results are similar across ages, countries and academic subjects.

Little is known about why people differ in their levels of academic motivation. This study explored the etiology of individual differences in enjoyment and self-perceived ability for several school subjects in nearly 13,000 twins aged 9–16 from 6 countries. The results showed a striking consistency across ages, school subjects, and cultures. Contrary to common belief, enjoyment of learning and children’s perceptions of their competence were no less heritable than cognitive ability. Genetic factors explained approximately 40% of the variance and all of the observed twins’ similarity in academic motivation. Shared environmental factors, such as home or classroom, did not contribute to the twin’s similarity in academic motivation. Environmental influences stemmed entirely from individual specific experiences.

Longitudinal stability in reading comprehension is largely heritable from grades 1 to 6

Reading comprehension is a foundational academic skill and significant attention has focused on reading development. This report is the first to examine the stability and change in genetic and environmental influences on reading comprehension across Grades 1 to 6. This developmental range is particularly important because it encompasses the timespan in which most children move from learning how to read to using reading for learning. Longitudinal simplex models were fitted separately for two independent twin samples (N = 706; N = 976). Results suggested that the shared environment contributed to variance in early but not later reading. Instead, stability in reading development was largely mediated by continuous genetic influences. Thus, although reading is clearly a learned skill and the environment remains important for reading development, individual differences in reading comprehension appear to be also influenced by a core of genetic stability that persists through the developmental course of reading.

Etiological Distinction of Working Memory Components in Relation to Mathematics

Working memory has been consistently associated with mathematics achievement, although the etiology of these relations remains poorly understood. The present study examined the genetic and environmental underpinnings of math story problem solving, timed calculation, and untimed calculation alongside working memory components in 12-year-old monozygotic (n = 105) and same-sex dizygotic (n = 143) twin pairs. Results indicated significant phenotypic correlation between each working memory component and all mathematics outcomes (r = 0.18 - 0.33). Additive genetic influences shared between the visuo-spatial sketchpad and mathematics achievement was significant, accounting for roughly 89% of the observed correlation. In addition, genetic covariance was found between the phonological loop and math story problem solving. In contrast, despite there being a significant observed relationship between phonological loop and timed and untimed calculation, there was no significant genetic or environmental covariance between the phonological loop and timed or untimed calculation skills. Further analyses indicated that genetic overlap between the visuo-spatial sketchpad and math story problem solving and math fluency was distinct from general genetic factors, whereas g, phonological loop, and mathematics shared generalist genes. Thus, although each working memory component was related to mathematics, the etiology of their relationships may be distinct.

Who is afraid of math? Two sources of genetic variance for mathematical anxiety

BACKGROUND

Emerging work suggests that academic achievement may be influenced by the management of affect as well as through efficient information processing of task demands. In particular, mathematical anxiety has attracted recent attention because of its damaging psychological effects and potential associations with mathematical problem solving and achievement. This study investigated the genetic and environmental factors contributing to the observed differences in the anxiety people feel when confronted with mathematical tasks. In addition, the genetic and environmental mechanisms that link mathematical anxiety with math cognition and general anxiety were also explored.

METHODS

Univariate and multivariate quantitative genetic models were conducted in a sample of 514 12-year-old twin siblings.

RESULTS

Genetic factors accounted for roughly 40% of the variation in mathematical anxiety, with the remaining being accounted for by child-specific environmental factors. Multivariate genetic analyses suggested that mathematical anxiety was influenced by the genetic and nonfamilial environmental risk factors associated with general anxiety and additional independent genetic influences associated with math-based problem solving.

CONCLUSIONS

The development of mathematical anxiety may involve not only exposure to negative experiences with mathematics, but also likely involves genetic risks related to both anxiety and math cognition. These results suggest that integrating cognitive and affective domains may be particularly important for mathematics and may extend to other areas of academic achievement.

Antimicrobial management of septic arthritis of the hand and wrist

PURPOSE

The optimal antimicrobial treatment for patients with hand or wrist septic arthritis is unknown. We report the treatment outcomes in patients with these infections.

METHODS

The medical records of 40 consecutive adult patients with hand or wrist septic arthritis treated at our institution from 2000 to 2008 were retrospectively reviewed. The primary outcome measure was treatment failure (histopathologic or microbiologic evidence of relapsed infection from the same joint or a contiguous anatomic area).

RESULTS

Involved joints were the wrist (n = 10, 25 %), metacarpal-phalangeal (n = 11, 27.5 %), proximal interphalangeal (n = 8, 20 %), distal interphalangeal (n = 10, 25 %), and thumb interphalangeal (n = 1, 2.5 %). Methicillin-sensitive (n = 15, 45 %) and -resistant (n = 7, 17.5 %) Staphylococcus aureus were the most common pathogens. Surgical therapies included open arthrotomy with debridement (n = 33, 82.5 %), arthroscopic debridement (n = 2, 5 %), and aspiration alone (n = 5, 12.5 %). Most patients (23/40, 58 %) received less than 1 week of parenteral antimicrobial therapy. Only two patients developed definite antimicrobial treatment failure, one of whom had an atypical mycobacterium infection. Patients with subacute to chronic infections were at high risk for finger amputation.

CONCLUSIONS

When combined with surgical debridement, relatively short courses of parenteral antimicrobial treatment (<1 week) supplemented with oral therapy for an additional 2-3 weeks is usually sufficient antimicrobial therapy for hand or wrist septic arthritis.

Associations between reading achievement and independent reading in early elementary school: a genetically informative cross-lagged study

This study used a cross-lagged twin design to examine reading achievement and independent reading from 10 to 11 years (n = 436 twin pairs). Reading achievement at age 10 significantly predicted independent reading at age 11. The alternative path, from independent reading at age 10 to reading achievement at age 11, was not significant. Individual differences in reading achievement and independent reading at both ages were primarily due to genetic influences. Furthermore, individual differences in independent reading at age 11 partly reflected genetic influences on reading achievement at age 10. These findings suggest that genetic influences that contribute to individual differences in children's reading abilities also influence the extent to which children actively seek out and create opportunities to read.

Heritability across the distribution: an application of quantile regression

We introduce a new method for analyzing twin data called quantile regression. Through the application presented here, quantile regression is able to assess the genetic and environmental etiology of any skill or ability, at multiple points in the distribution of that skill or ability. This method is compared to the Cherny et al. (Behav Genet 22:153-162, 1992) method in an application to four different reading-related outcomes in 304 pairs of first-grade same sex twins enrolled in the Western Reserve Reading Project. Findings across the two methods were similar; both indicated some variation across the distribution of the genetic and shared environmental influences on non-word reading. However, quantile regression provides more details about the location and size of the measured effect. Applications of the technique are discussed.

Temporal changes in blood variables during final maturation and senescence in male sockeye salmon Oncorhynchus nerka: reduced osmoregulatory ability can predict mortality

This study is the first to characterize temporal changes in blood chemistry of individuals from one population of male sockeye salmon Oncorhynchus nerka during the final 6 weeks of sexual maturation and senescence in the freshwater stage of their spawning migration. Fish that died before the start of their historic mean spawning period (c. 5 November) were characterized by a 20-40% decrease in plasma osmolality, chloride and sodium, probably representing a complete loss of osmoregulatory ability. As fish became moribund, they were further characterized by elevated levels of plasma cortisol, lactate and potassium. Regressions between time to death and plasma chloride (8 October: P < 0·001; 15 October: P < 0·001) indicate that plasma chloride was a strong predictor of longevity in O. nerka. That major plasma ion levels started to decline 2-10 days (mean of 6 days) before fish became moribund, and before other stress, metabolic or reproductive hormone variables started to change, suggests that a dysfunctional osmoregulatory system may initiate rapid senescence and influence other physiological changes (i.e. elevated stress and collapsed reproductive hormones) which occur as O. nerka die on spawning grounds.

Predicting individual differences in reading comprehension: a twin study

We examined the Simple View of reading from a behavioral genetic perspective. Two aspects of word decoding (phonological decoding and word recognition), two aspects of oral language skill (listening comprehension and vocabulary), and reading comprehension were assessed in a twin sample at age 9. Using latent factor models, we found that overlap among phonological decoding, word recognition, listening comprehension, vocabulary, and reading comprehension was primarily due to genetic influences. Shared environmental influences accounted for associations among word recognition, listening comprehension, vocabulary, and reading comprehension. Independent of phonological decoding and word recognition, there was a separate genetic link between listening comprehension, vocabulary, and reading comprehension and a specific shared environmental link between vocabulary and reading comprehension. There were no residual genetic or environmental influences on reading comprehension. The findings provide evidence for a genetic basis to the "Simple View" of reading.

Exploring how symptoms of attention-deficit/hyperactivity disorder are related to reading and mathematics performance: general genes, general environments

Children with attention-deficit/hyperactivity disorder (ADHD) tend to perform more poorly on tests of reading and mathematical performance than their typical peers. Quantitative genetic analyses allow for a better understanding of the etiology of ADHD and reading and mathematics outcomes, by examining their common and unique genetic and environmental influences. Analyses were conducted on a sample 271 pairs of 10-year-old monozygotic and dizygotic twins drawn from the Western Reserve Reading and Mathematics Project. In general, the results suggested that the associations among ADHD symptoms, reading outcomes, and math outcomes were influenced by both general genetic and general shared-environment factors. The analyses also suggested significant independent genetic effects for ADHD symptoms. The results imply that differing etiological factors underlie the relationships among ADHD and reading and mathematics performance. It appears that both genetic and common family or school environments link ADHD with academic performance.

Maternal working memory and reactive negativity in parenting

We examined the role of working memory in observed reactive parenting in a sample of 216 mothers and their same-sex twin children. The mothers and their children were observed completing two frustrating cooperation tasks during a visit to the home. The mothers worked one-on-one with each child separately. Mothers completed the Vocabulary (verbal), Block Design (spatial), and Digit Span (working memory) subtests of the Wechsler Adult Intelligence Scale-Third Edition. We used a within-family quasi-experimental design to estimate the magnitude of the association between sibling differences in observed challenging behaviors (i.e., opposition and distractibility) and the difference in the mother's negativity toward each child. As hypothesized, reactive negativity was evident only among mothers with poorer working memory. Verbal and spatial ability did not show this moderating effect. The effect was replicated in a post hoc secondary data analysis of a sample of adoptive mothers and sibling children. Results implicate working memory in the etiology of harsh reactive parenting.

Temperament in middle childhood: A behavioral genetic analysis of fathers' and mothers' reports

The genetic and environmental sources of variance in mothers' and fathers' ratings of child temperament in middle childhood were estimated and compared. Parents of 88 MZ twin pairs and 109 same-sex DZ twin pairs completed a temperament questionnaire. For Effortful Control, significant genetic and environmental effects were indicated across mothers' and fathers' ratings, but parent differences were found for the Negative Affectivity factor. When present, sibling contrast effects were not consistent for mothers and fathers. Parental ratings of the Effortful Control factor were best explained by the Biometric model whereas the Negative Affectivity factor was best explained by the Rater Bias model. Overall, mothers' and fathers' ratings yielded similar evidence of genetic and environmental etiology of temperament in middle childhood.

Conduct problems, IQ, and household chaos: a longitudinal multi-informant study

BACKGROUND

We tested the hypothesis that household chaos would be associated with lower child IQ and more child conduct problems concurrently and longitudinally over two years while controlling for housing conditions, parent education/IQ, literacy environment, parental warmth/negativity, and stressful events.

METHODS

The sample included 302 families with same-sex twins (58% female) in Kindergarten/1st grade at the first assessment. Parents' and observers' ratings were gathered, with some collected over a two-year period.

RESULTS

Chaos varied widely. There was substantial mother-father agreement and longitudinal stability. Chaos covaried with poorer housing conditions, lower parental education/IQ, poorer home literacy environment, higher stress, higher negativity and lower warmth. Chaos statistically predicted lower IQ and more conduct problems, beyond the effects of other home environment factors.

CONCLUSIONS

Even with other home environment factors controlled, higher levels of chaos were linked concurrently with lower child IQ, and concurrently and longitudinally with more child conduct problems. Parent self-reported chaos represents an important aspect of housing and family functioning, with respect to children's cognitive and behavioral functioning.

Environmental influences on the longitudinal covariance of expressive vocabulary: measuring the home literacy environment in a genetically sensitive design

BACKGROUND

Despite the well-replicated relationship between the home literacy environment and expressive vocabulary, few studies have examined the extent to which the home literacy environment is associated with the development of early vocabulary ability in the context of genetic influences. This study examined the influence of the home literacy environment on the longitudinal covariance of expressive vocabulary within a genetically sensitive design.

METHODS

Participants were drawn from the Western Reserve Reading Project, a longitudinal twin project of 314 twin pairs based in Ohio. Twins were assessed via three annual home visits during early elementary school; expressive vocabulary was measured via the Boston Naming Test (BNT), and the Home Literacy Environment (HLE) was assessed using mothers' report.

RESULTS

The heritability of the BNT was moderate and significant at each measurement occasion, h(2) = .29-.49, as were the estimates of the shared environment, c(2) = .27-.39. HLE accounted for between 6-10% of the total variance in each year of vocabulary assessment. Furthermore, 7-9% of the total variance of the stability over time in BNT was accounted for by covariance in the home literacy environment.

CONCLUSIONS

These results indicate that aspects of the home literacy environment, as reported by mothers, account for some of the shared environmental variance associated with expressive vocabulary in school aged children.

The genetic and environmental etiology of high math performance in 10-year-old twins

The genetic and environmental etiology of high math performance (at or above the 85%tile) was examined in a population-based sample of 10-year-old twins (nMZ = 1,279, nDZ = 2,305). Math skills were assessed using a web-based battery of math performance tapping skills related to the UK National Math Curriculum. Probandwise concordance rates and liability threshold models indicated that genetic and shared environmental influences were significant, and that these estimates were generally similar to those obtained across the normal range of ability and did not vary significantly by gender. These results suggest that the genetic and environmental influences at the high end of ability are likely to be continuous with those that affect the entire range of math performance across all children irrespective of gender.

A twin study of the genetics of high cognitive ability selected from 11,000 twin pairs in six studies from four countries

Although much genetic research has addressed normal variation in intelligence, little is known about the etiology of high cognitive abilities. Using data from 11,000 twin pairs (age range = 6-71 years) from the genetics of high cognitive abilities consortium, we investigated the genetic and environmental etiologies of high general cognitive ability (g). Age-appropriate psychometric cognitive tests were administered to the twins and used to create g scores standardized within each study. Liability-threshold model fitting was used to estimate genetic and environmental parameters for the top 15% of the distribution of g. Genetic influence for high g was substantial (0.50, with a 95% confidence interval of 0.41-0.60). Shared environmental influences were moderate (0.28, 0.19-0.37). We conclude that genetic variation contributes substantially to high g in Australia, the Netherlands, the United Kingdom and the United States.

Parenting and Child Behaviour Problems: a Longitudinal Analysis of Non-Shared Environment

This study examined potential non-shared environmental processes in middle childhood by estimating statistical associations between monozygotic (MZ) twin differences in externalizing and internalizing problems and positive social engagement, and differential maternal positivity and negativity, over 1 year. Seventy-seven pairs of identical twins participated (M = 6.08-years old, 65% male) in two annual home visits. Observers' ratings and maternal reports were gathered. At both assessments, the twin who showed more conduct problems (maternal report and observers' ratings) and less positive social engagement (positive affect, responsiveness) received more maternal negativity and less maternal warmth (self-reports and observers' ratings), relative to his or her genetically identical co-twin. The same patterns held over time, for the associations between change in differential MZ twin conduct problems and social engagement and change in differential maternal behaviour. Effects for child internalizing problems were not consistent within or across raters. Overall, these results indicated that differential maternal warmth and negativity-self-perceived and observed by others- are important aspects of sibling differentiation for both problematic and adaptive behaviours during middle childhood.

Effortful Control, Surgency, and reading skills in middle childhood

We examined the associations between components of temperament and children's word and pseudo-word reading skills, in a school-age sample using a within-family internal-replication design. We estimated the statistical prediction of word and pseudo-word reading in separate regression equations that included the main effects of, and two-way interaction between, Surgency and Effortful Control. Children with better Effortful Control scores showed better reading skills. Surgency was unrelated to reading skills, but moderated the effect of Effortful Control. The positive association between reading skills and Effortful Control was present only for children who were low in Surgency. Thus, reading achievement in school-age children is optimized by strong Effortful Control, but these processes may be disrupted for those children who are high in Surgency.

The ABCs of Math: A Genetic Analysis of Mathematics and Its Links With Reading Ability and General Cognitive Ability

The goal of this first major report from the Western Reserve Reading Project Math component is to explore the etiology of the relationship among tester-administered measures of mathematics ability, reading ability, and general cognitive ability. Data are available on 314 pairs of monozygotic and same-sex dizygotic twins analyzed across 5 waves of assessment. Univariate analyses provide a range of estimates of genetic (h(2) = .00 -.63) and shared (c(2) = .15-.52) environmental influences across math calculation, fluency, and problem solving measures. Multivariate analyses indicate genetic overlap between math problem solving with general cognitive ability and reading decoding, whereas math fluency shares significant genetic overlap with reading fluency and general cognitive ability. Further, math fluency has unique genetic influences. In general, math ability has shared environmental overlap with general cognitive ability and decoding. These results indicate that aspects of math that include problem solving have different genetic and environmental influences than math calculation. Moreover, math fluency, a timed measure of calculation, is the only measured math ability with unique genetic influences.

Genetics and high cognitive ability

More is known about the genetics of general cognitive ability (g) than any other trait in psychology. Recent findings on the genetics of g include the following three examples: (1) heritability increases throughout the lifespan; (2) heritabilities of performance in cognitive tests are strongly correlated with the tests' loadings on a g factor; and (3) genetic effects on scholastic achievement largely overlap with genetic effects on cognitive ability. This body of genetic research addresses the aetiology of individual differences in the normal range. Much less is known about the genetics of the high end of the distribution. Finding heritability in the normal range of cognitive ability does not imply that high ability is also genetic in origin. However, the first twin study of high IQ children, which uses a new technique that analyses the average difference between extreme groups and the rest of the population, suggests that high IQ is as heritable as individual differences in the normal range. We are currently engaged in a molecular genetic study that attempts to identify specific genes that contribute to high ability.

SES and CHAOS as environmental mediators of cognitive ability: A longitudinal genetic analysis

This study examined shared environmental influences on the longitudinal stability of general cognitive ability, as mediated by socioeconomic status and chaos in the home, using 287 pairs of elementary school-age twins drawn from the Western Reserve Reading Project (WRRP). General cognitive ability was evaluated at two annual assessments using the Stanford-Binet Intelligence Test. SES was examined using the highest level of education achieved by the mother of the twins, and chaos by a 6-item parent-report questionnaire. Results suggest that SES and CHAOS not only account for independent sources of shared environmental influences related to general cognitive ability at a given measurement occasion, but these effects also account for a portion of the longitudinal stability of general cognitive ability in early childhood.

Anger/frustration, task persistence, and conduct problems in childhood: a behavioral genetic analysis

BACKGROUND

Individual differences in conduct problems arise in part from proneness to anger/frustration and poor self-regulation of behavior. However, the genetic and environmental etiology of these connections is not known.

METHOD

Using a twin design, we examined genetic and environmental covariation underlying the well-documented correlations between anger/frustration, poor attention regulation (i.e., task persistence), and conduct problems in childhood. Participants included 105 pairs of MZ twins and 154 pairs of same-sex DZ twins (4-8 year olds). Independent observers rated child persistence and affect based on behavior during a challenging in-home cognitive and literacy assessment. Teachers and parents provided reports of conduct problems.

RESULTS

Persistence, anger/frustration, and conduct problems included moderate heritable and nonshared environmental variance; conduct problems included moderate shared environmental variance as well. Persistence and anger/frustration had independent genetic covariance with conduct problems and nonshared environmental covariance with each other.

CONCLUSIONS

The findings indicate genetically distinct though inter-related influences linking affective and self-regulatory aspects of temperament with behavior problems in childhood.

A longitudinal behavioral genetic analysis of task persistence

Change in task persistence was assessed in two annual assessments using teachers', testers', and observers' ratings. Participants included 79 monozygotic and 116 same-sex dizygotic twin pairs who were in Kindergarten or 1st grade (4.3 to 7.9 years old) at the initial assessment. Task persistence was widely distributed and higher among older children and girls. Overall, there was modest growth in persistence over time, and moderate stability of individual differences. Most of the stability was accounted for by genetic influences, whereas most of the change was accounted for by nonshared environment, including an association with observed differential maternal warm supportive behavior.

Geoacoustic inversion of short range source data using a plane wave reflection coefficient approach

Acoustic time series data were collected in a shallow, hard bottom lake environment located in central Texas using both short range (2 m) implosive data, obtained with the source and a single hydrophone located near mid-depth in the waveguide, along with longer range implosive and explosive data from a near surface source to a bottom mounted hydrophone. Matched field inversions using simulated annealing were performed with a ray trace plus complex plane wave reflection coefficient forward propagation model that was validated in previous work. Isolating bottom interacting paths to perform the inversions is shown to be essential to reduce parameter uncertainties in the hard bottom environment and enables a systematic approach to the inversions which establishes the number of layers needed to represent the lake environment. Measured transmission loss data from a towed source were compared through a RMS error analysis to modeled transmission loss, constructed with the parameters from inversions of data from several source types, to further establish the validity of the inversion approach for this environment. Geoacoustic parameters obtained by inversions of short range, low frequency impulsive data are used to predict transmission loss at longer ranges and higher frequencies. The range dependence of the global minimum is discussed.

A cross-sectional behavioral genetic analysis of task persistence in the transition to middle childhood

Task persistence, measured by a composite score of independent teacher, tester and observer reports, was examined using behavioral genetic analysis. Participants included 92 monozygotic and 137 same-sex dizygotic twin pairs in Kindergarten or 1st grade (4.3 to 7.9 years old). Task persistence was widely distributed, higher among older children, positively associated with standardized tests of cognitive performance and achievement, and negatively associated with parents', teachers' and observers' reports of behavioral problems. Cross-sectional analysis indicated a strong developmental shift from shared environment variance among younger children to additive genetic variance in older children.

Attention resources and visible speech encoding in older and younger adults

Two experiments investigated adult age differences in the distribution of attention across a speaker's face during auditory-visual language processing. Dots were superimposed on the faces of speakers for 17-ms presentations, and participants reported the spatial locations of the dots. In Experiment 1, older adults showed relatively better detection performance at the mouth area than the eye area compared to younger adults. In Experiment 2, in the absence of audible language, both age groups did not differentially focus on the mouth area. The results are interpreted in light of Massaro's (1998, Perceiving talking faces: From speech perception to a behavioral principle. Cambridge, MA: MIT Press) theoretical framework for understanding auditory-visual speech perception. It is claimed that older adults' greater reliance on visible speech is due to a reallocation of resources away from the eyes and toward the mouth area of the face.

The role of IQ in a component model of reading

The purpose of this study was to test the role of visual processing speed and IQ in a model of reading. This study investigated whether the processes involved in reading differ between a group of children with and a group without reading disability. These two groups of children completed tests of reading comprehension, listening comprehension, decoding, processing speed, and intelligence. The results indicated that processing speed explains a significant amount of variance in reading comprehension over that accounted for by the simple view of reading. Also, IQ accounts for a significant amount of variance in reading over that accounted for by the simple view of reading and processing speed. Path analyses indicated that the effect of IQ on reading is partially mediated by decoding in the children with reading disability. The results point to the importance of the role of IQ in predicting reading comprehension.

Broadband sound propagation in shallow water and geoacoustic inversion

Part of an experiment to test a measurement package in a shallow water region in the Gulf of Mexico was designed to gather broadband acoustic data suitable for inversion to estimate seabed geoacoustic parameters. Continuous wave tow acoustic signals at multiple frequencies and broadband impulsive source signals were recorded on a horizontal line array in a high-noise environment. Simulated annealing with a normal mode forward propagation model is utilized to invert for a geoacoustic representation of the seabed. Several inversions are made from different data samples of two light bulb implosions, the measured sound speed profiles at the HLA and at the positions of the light bulb deployments, and for two different cost functions. The different cost functions, measured sound speed profiles, and measured time series result in different inverted geoacoustic profiles from which transmission loss is generated for comparison with measurements. On the basis of physical consistency and from the comparison of the transmission loss and time series, a best estimate geoacoustic profile is selected and compared to those obtained from previously reported inversions. Uncertainties in the sound speed profile are shown to affect the uncertainties of the estimated seabed parameters.

Infants attend to second-order relational properties of faces

Two experiments investigated whether 7-month-old infants attend to the spatial distance measurements relating internal features of the human face. A visual preference paradigm was used, in which two versions of the same female face (one either lengthened or shortened, and one nonmodified) were presented simultaneously. In Experiment 1, infants looked longer at the nonmodified faces, which were determined to match the average distance relationships found in a sample of faces drawn from the same population. Longer looking times for modified faces were found in Experiment 2, in which the nonmodified faces were unusually long and the modified faces conformed to average distance measurements. It is proposed that infants' attention to the spatial relations of internal face features is an optimal tool for lifelong face recognition.

A genome-wide scan of 1842 DNA markers for allelic associations with general cognitive ability: a five-stage design using DNA pooling and extreme selected groups

All measures of cognitive processes correlate moderately at the phenotypic level and correlate substantially at the genetic level. General cognitive ability (g) refers to what diverse cognitive processes have in common. Our goal is to identify quantitative trait loci (QTLs) associated with high g compared with average g. In order to detect QTLs of small effect size, we used extreme selected samples and a five-stage design with nominal alpha levels that permit false positive results in early stages but remove false positives in later stages. As a first step toward a systematic genome scan for allelic association, we used DNA pooling to screen 1842 simple sequence repeat (SSR) markers approximately evenly spaced at 2 cM throughout the genome in a five-stage design: (1) case-control DNA pooling (101 cases with mean IQ of 136 and 101 controls with mean IQ of 100), (2) case-control DNA pooling (96 cases with IQ > 160 and 100 controls with mean IQ of 102), (3) individual genotyping of Stage 1 sample, (4) individual genotyping of Stage 2 sample, (5) transmission disequilibrium test (TDT; 196 parent-child trios for offspring with IQ > 160). The over all Type I error rate is 0.000125, which robustly protects against false positive results. The numbers of markers surviving each stage using a conservative allele-specific directional test were 108, 6, 4, 2, and 0, respectively, for the five stages. A genomic control test using DNA pooling suggested that the failure to replicate the positive case-control results in the TDT analysis was not due to ethnic stratification. Several markers that were close to significance at all stages are being investigated further. Relying on indirect association based on linkage disequilibrium between markers and QTLs means that 100,000 markers may be needed to exclude QTL associations. Because power drops off precipitously for indirect association approaches when a marker is not close to the QTL, we are not planning to genotype additional SSR markers. Instead we are using the same design to screen markers such as cSNPs and SNPs in regulatory regions that are likely to include functional polymorphisms in which the marker can be presumed to be the QTL.

Photochemically enhanced binding of small molecules to the tumor necrosis factor receptor-1 inhibits the binding of TNF-alpha

The binding of tumor necrosis factor alpha (TNF-alpha) to the type-1 TNF receptor (TNFRc1) plays an important role in inflammation. Despite the clinical success of biologics (antibodies, soluble receptors) for treating TNF-based autoimmune conditions, no potent small molecule antagonists have been developed. Our screening of chemical libraries revealed that N-alkyl 5-arylidene-2-thioxo-1,3-thiazolidin-4-ones were antagonists of this protein-protein interaction. After chemical optimization, we discovered IW927, which potently disrupted the binding of TNF-alpha to TNFRc1 (IC(50) = 50 nM) and also blocked TNF-stimulated phosphorylation of Ikappa-B in Ramos cells (IC(50) = 600 nM). This compound did not bind detectably to the related cytokine receptors TNFRc2 or CD40, and did not display any cytotoxicity at concentrations as high as 100 microM. Detailed evaluation of this and related molecules revealed that compounds in this class are "photochemically enhanced" inhibitors, in that they bind reversibly to the TNFRc1 with weak affinity (ca. 40-100 microM) and then covalently modify the receptor via a photochemical reaction. We obtained a crystal structure of IV703 (a close analog of IW927) bound to the TNFRc1. This structure clearly revealed that one of the aromatic rings of the inhibitor was covalently linked to the receptor through the main-chain nitrogen of Ala-62, a residue that has already been implicated in the binding of TNF-alpha to the TNFRc1. When combined with the fact that our inhibitors are reversible binders in light-excluded conditions, the results of the crystallography provide the basis for the rational design of nonphotoreactive inhibitors of the TNF-alpha-TNFRc1 interaction.

The salience of temporal cues in the developing structure of event knowledge

Two experiments used a novel method called Pathfinder to examine whether the salience of temporal cues embedded in event structure increases developmentally and whether people link event actions by simple adjacency relationships or embed them in an organized whole. A sequential format for eliciting knowledge was compared with a less structured format for dinner and bedtime events. Adults and their 8- and 10-year-old children demonstrated well-developed script organizations regardless of format, and organization improved across this age range. In Experiment 1, temporal cues were not a salient basis of comparison for 6-year-olds, but in Experiment 2 they could use temporal cues when instructed to do so. The results suggest that temporal salience increases between 6 and 10 years and that temporal knowledge of event actions is highly organized in this age range. Furthermore, children's event knowledge functions partly in the interaction between their developing event knowledge and the support provided by sequential constraints in the environment.

Context-dependent memory under stressful conditions: the case of skydiving

Two experiments examined the effect of differing levels of emotional arousal on learning and memory for words in matching and mismatching contexts. In Experiment 1, experienced skydivers learned words either in the air or on the ground and recalled them in the same context or in the other context. Experiment 2 replicated the stimuli and design of the first experiment except that participants were shown a skydiving video in lieu of skydiving. Recall was poor in air-learning conditions with actual skydiving, but when lists were learned on land, recall was higher in the matching context than in the mismatching context. In the skydiving video experiment, recall was higher in matching learn-recall contexts regardless of the situation in which learning occurred. We propose that under extremely emotionally arousing circumstances, environmental and/or mood cues are unlikely to become encoded or linked to newly acquired information and thus cannot serve as cues to retrieval. Results can be applied to understanding variations in context-dependent memory in occupations (e.g., police, military special operations, and Special Weapons and Tactics teams) in which the worker experiences considerable emotional stress while learning or recalling new information.

Presenilin-1 and -2 are molecular targets for gamma-secretase inhibitors

Presenilins are integral membrane protein involved in the production of amyloid beta-protein. Mutations of the presenilin-1 and -2 gene are associated with familial Alzheimer's disease and are thought to alter gamma-secretase cleavage of the beta-amyloid precursor protein, leading to increased production of longer and more amyloidogenic forms of A beta, the 4-kDa beta-peptide. Here, we show that radiolabeled gamma-secretase inhibitors bind to mammalian cell membranes, and a benzophenone analog specifically photocross-links three major membrane polypeptides. A positive correlation is observed among these compounds for inhibition of cellular A beta formation, inhibition of membrane binding and cross-linking. Immunological techniques establish N- and C-terminal fragments of presenilin-1 as specifically cross-linked polypeptides. Furthermore, binding of gamma-secretase inhibitors to embryonic membranes derived from presenilin-1 knockout embryos is reduced in a gene dose-dependent manner. In addition, C-terminal fragments of presenilin-2 are specifically cross-linked. Taken together, these results indicate that potent and selective gamma-secretase inhibitors block A beta formation by binding to presenilin-1 and -2.

Recent applications of polymer-supported reagents and scavengers in combinatorial, parallel, or multistep synthesis

There has been a wealth of recent reports concerning support-bound reagents and scavengers in the solution-phase synthesis of compound libraries and natural products. Important advances in 1999 include the continued development and use of novel reagents for heterocycle synthesis, the increased use of catch-and-release purification, and the development of increasingly sophisticated techniques to allow sequestering of many types of impurities from desired compounds. These techniques have all been combined to enable the complicated multistep synthesis of natural products and of libraries of novel drug-like molecules, without conventional purification.

A counterselection for the tryptophan pathway in yeast: 5-fluoroanthranilic acid resistance

The ability to counterselect, as well as to select for, a genetic marker has numerous applications in microbial genetics. Described here is the use of 5-fluoroanthranilic acid for the counterselection of TRP1, a commonly used genetic marker in the yeast Saccharomyces cerevisiae. Counterselection using 5-fluoroanthranilic acid involves antimetabolism by the enzymes of the tryptophan biosynthetic pathway, such that trp1, trp3, trp4 or trp5 strains, which lack enzymes required for the conversion of anthranilic acid to tryptophan, are resistant to 5-fluoroanthranilic acid. Commonly used genetic procedures, such as selection for loss of a chromosomally integrated plasmid, and a replica-plating method to rapidly assess genetic linkage in self-replicating shuttle vectors, can now be carried out using the TRP1 marker gene. In addition, novel tryptophan auxotrophs can be selected using 5-fluoroanthranilic acid.