Focus on words: a twin study of reading and inattention.
Focus on words: a twin study of reading and inattention.
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专注于文字：阅读和注意力不集中的双重研究。
DOI：
10.1007/s10519-006-9134-z
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发表时间：
2007
影响因子：
2.6
通讯作者：
Manis,FranklinR
中科院分区：
文献类型：
--
作者：
Zumberge,Allison;Baker,LauraA;Manis,FranklinR
阅读能力变异的病因及其与注意力不集中、冲动和一般认知能力的关系在一个大的、以人群为基础的9- 10岁双胞胎样本中进行了调查。对单词水平的阅读、全量表智商以及来自Go-NoGo任务的注意力不集中和冲动的测量进行了表型和遗传分析（即，Go错误和NoGo错误）。阅读、注意力不集中和智商之间存在中度和显著的表型相关，但冲动性与其他变量之间不存在相关。遗传模型显示，遗传和共享的环境影响主要占阅读，注意力不集中，智商和他们之间的协变的变化，而特定的环境影响主要是冲动的变化。通过一个共同的因素，一部分遗传因素对阅读能力的影响似乎与影响智商和注意力不集中的因素相同。语音意识的贡献，其余独特的遗传影响阅读通过额外的分析进行了探讨。研究揭示了一个双公因子模型，其中一个影响阅读、注意力不集中和智商的强烈遗传一般认知能力因素，以及一个同样强烈的遗传第二公因子，它捕获了与语音处理专门相关的阅读能力的变异性。因此，阅读的过程似乎涉及到遗传和环境的影响，这些影响既是一般认知系统的一部分，也是阅读和语音学系统的一部分。
The etiology of variation in reading ability and its relationship to inattention, impulsivity, and general cognitive ability were investigated within a large, population-based sample of 9- to 10-year-old twins. Phenotypic and genetic analyses were performed on word-level reading, full-scale IQ, and measures of inattention and impulsivity derived from the Go-NoGo task (i.e., Go errors and NoGo errors, respectively). Moderate and significant phenotypic correlations were found among reading, inattention and IQ, but not between impulsivity and the other variables. Genetic modeling revealed that genetic and shared environmental influences largely accounted for variation in reading, inattention, and IQ and covariation among them, whereas specific environmental influences contributed primarily to variation in impulsivity. Acting through a common factor, a portion of the genetic influences on reading ability appeared to be shared with influences affecting IQ as well as those affecting inattention. The contribution of phonological awareness to the remaining unique genetic influences on reading was explored through additional analyses. A two-common-factor model was revealed, with a strongly genetic general cognitive ability factor affecting reading, inattention, and IQ, and an equally strongly genetic second common factor, which captured the variability in reading ability that was related specifically to phonological processing. The processes involved in reading, therefore, seem to involve genetic and environmental influences that are part of both a general cognitive system and a system more specific to reading and phonology.