Using Polygenic Profiles to Predict Variation in Language and Psychosocial Outcomes in Early and Middle Childhood.


Journal

Journal of speech, language, and hearing research : JSLHR
ISSN: 1558-9102
Titre abrégé: J Speech Lang Hear Res
Pays: United States
ID NLM: 9705610

Informations de publication

Date de publication:
20 09 2019
Historique:
pubmed: 20 8 2019
medline: 21 10 2020
entrez: 20 8 2019
Statut: ppublish

Résumé

Purpose Children with poor language tend to have worse psychosocial outcomes compared to their typically developing peers. The most common explanations for such adversities focus on developmental psychological processes whereby poor language triggers psychosocial difficulties. Here, we investigate the possibility of shared biological effects by considering whether the same genetic variants, which are thought to influence language development, are also predictors of elevated psychosocial difficulties during childhood. Method Using data from the U.K.-based Avon Longitudinal Study of Parents and Children, we created a number of multi-single-nucleotide polymorphism polygenic profile scores, based on language and reading candidate genes (

Identifiants

pubmed: 31425657
doi: 10.1044/2019_JSLHR-L-19-0001
pmc: PMC6808346
doi:

Types de publication

Journal Article Research Support, Non-U.S. Gov't

Langues

eng

Sous-ensembles de citation

IM

Pagination

3381-3396

Subventions

Organisme : Wellcome Trust
Pays : United Kingdom
Organisme : Medical Research Council
ID : G9815508
Pays : United Kingdom
Organisme : Medical Research Council
ID : MC_PC_19009
Pays : United Kingdom

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Auteurs

Dianne F Newbury (DF)

Department of Biological and Medical Sciences, Headington Campus, Oxford Brookes University, United Kingdom.

Jenny L Gibson (JL)

Faculty of Education, University of Cambridge, United Kingdom.

Gina Conti-Ramsden (G)

School of Health Sciences, The University of Manchester, United Kingdom.

Andrew Pickles (A)

Department of Biostatistics, Institute of Psychiatry, King's College London, United Kingdom.

Kevin Durkin (K)

School of Psychological Sciences, University of Strathclyde, United Kingdom.

Umar Toseeb (U)

Department of Education, Derwent College, University of York, United Kingdom.

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Classifications MeSH