Evidence for Shared Genetic Risk between ADHD Symptoms and Reduced Mathematics Ability: A Twin Study

Autor/inn/en	Greven, Corina U.; Kovas, Yulia; Willcutt, Erik G.; Petrill, Stephen A.; Plomin, Robert
Titel	Evidence for Shared Genetic Risk between ADHD Symptoms and Reduced Mathematics Ability: A Twin Study
Quelle	In: Journal of Child Psychology and Psychiatry, 55 (2013) 1, S.39-48 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9630
DOI	10.1111/jcpp.12090
Schlagwörter	Attention Deficit Hyperactivity Disorder; Symptoms (Individual Disorders); Genetic Disorders; Environmental Influences; Twins; Preadolescents; Foreign Countries; Child Development; Questionnaires; Parent Attitudes; Child Behavior; Standardized Tests; Reading Skills; Cognitive Ability; Behavior Problems; Statistical Analysis; Correlation; Mathematics Skills; Attention Span; At Risk Persons; United Kingdom + Suchen Sie Ihr Suchwort? Psychiatrische Symptomatik; Environmental influence; Umwelteinfluss; Twin; Zwilling; Pre-adolescence; Präadoleszenz; Ausland; Kindesentwicklung; Fragebogen; Elternverhalten; Standadised tests; Standardisierter Test; Reading skill; Lesefertigkeit; Denkfähigkeit; Statistische Analyse; Korrelation; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Risikogruppe; Großbritannien
Abstract	Background: Attention-deficit/hyperactivity disorder (ADHD) symptoms and mathematics ability are associated, but little is known about the genetic and environmental influences underlying this association. Methods: Data came from more than 6,000 twelve-year-old twin pairs from the UK population-representative Twins Early Development Study. Parents rated each twin's behaviour using a DSM-IV-based 18-item questionnaire of inattentive and hyperactive-impulsive ADHD symptoms. Mathematics tests based on the UK National Curriculum were completed by each twin. The twins also completed standardised tests of reading and general cognitive ability. Multivariate twin model fitting was applied. Results: Inattentive and hyperactive-impulsive ADHD symptoms were highly heritable (67% and 73% respectively). Mathematics ability was moderately heritable (46%). Mathematics ability and inattentiveness showed a significantly greater phenotypic correlation (r[subscript p] = -0.26) and genetic correlation (r[subscript A] = -0.41) than mathematics ability and hyperactivity-impulsivity (r[subscript p] = -0.18; r[subscript A] = -0.22). The genetic correlation between inattentiveness and mathematics ability was largely independent from hyperactivity-impulsivity, and was only partially accounted for by genetic influences related to reading and general cognitive ability. Conclusions: Results revealed the novel finding that mathematics ability shows significantly stronger phenotypic and genetic associations with inattentiveness than with hyperactivity-impulsivity. Genetic associations between inattentiveness and mathematics ability could only partially be accounted for by hyperactivity-impulsivity, reading and general cognitive ability. Results suggest that mathematics ability is associated with ADHD symptoms largely because it shares genetic risk factors with inattentiveness, and provide further evidence for considering inattentiveness and hyperactivity-impulsivity separately. DNA markers for ADHD symptoms (especially inattentiveness) may also be candidate risk factors for mathematics ability and vice versa. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10