Gene x Environment Interactions in Reading Disability and Attention-Deficit/Hyperactivity Disorder

Autor/inn/en	Pennington, Bruce F.; McGrath, Lauren M.; Rosenberg, Jenni; Barnard, Holly; Smith, Shelley D.; Willcutt, Erik G.; Friend, Angela; DeFries, John C.; Olson, Richard K.
Titel	Gene x Environment Interactions in Reading Disability and Attention-Deficit/Hyperactivity Disorder
Quelle	In: Developmental Psychology, 45 (2009) 1, S.77-89 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0014549
Schlagwörter	Reading Difficulties; Attention Deficit Hyperactivity Disorder; Interaction; Developmental Psychology; Genetics; Genetic Disorders; Environmental Influences; Personality Traits; Parent Influence; Educational Attainment; Symptoms (Individual Disorders); Reading Ability; Disability Identification; At Risk Persons; Biological Influences + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Interaktion; Entwicklungspsychologie; Humangenetik; Environmental influence; Umwelteinfluss; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Bildungsabschluss; Bildungsgut; Psychiatrische Symptomatik; Reading competence; Lesekompetenz; Risikogruppe; Biologischer Faktor
Abstract	This article examines Gene x Environment (G x E) interactions in two comorbid developmental disorders--reading disability (RD) and attention-deficit/hyperactivity disorder (ADHD)--as a window on broader issues on G x E interactions in developmental psychology. The authors first briefly review types of G x E interactions, methods for detecting them, and challenges researchers confront in interpreting such interactions. They then review previous evidence for G x E interactions in RD and ADHD, the directions of which are "opposite" to each other: bioecological for RD and diathesis stress for ADHD. Given these results, the authors formulate and test predictions about G x E interactions that would be expected at the "favorable" end of each symptom dimension (e.g., above-average reading or attention). Consistent with their prediction, the authors found initial evidence for a "resilience" interaction for above-average reading: higher heritability in the presence of lower parental education. However, they did not find a G x E interaction at the favorable end of the ADHD symptom dimension. The authors conclude with implications for future research. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10