Change by challenge: A common genetic basis behind childhood cognitive development and cognitive training.
Change by challenge: A common genetic basis behind childhood cognitive development and cognitive training.
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挑战的变化：儿童认知发展和认知训练背后的共同遗传基础。
DOI：
10.1038/s41539-021-00096-6
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发表时间：
2021-06-02
影响因子：
4.2
通讯作者：
Klingberg T
中科院分区：
文献类型：
--
作者：
Sauce B;Wiedenhoeft J;Judd N;Klingberg T
认知发展背后的遗传和环境因素的相互作用已经占据了多个科学领域，并引发了几十年来的激烈辩论。在这里，我们测试了发育基因在很大程度上依赖于认知挑战而不是自然成熟的假设。从先前解释成人认知能力差异的多基因评分（cogPGS）开始，我们评估了344名儿童和青少年的影响（平均年龄12岁，范围从6至25岁），他们在两个不同的样本中显示出工作记忆（WM）的变化：（1）在2年典型的、与年龄相关的发展后显示出显著的WM增益的发展样本，以及（2）显示出显著的，实验诱导的WM增益后25天的激烈WM训练。我们发现，相同的遗传因素，cogPGS，显着解释了两个样本中的WM增益量。并且cogPGS与样本之间没有交互作用，表明这些遗传因素对WM增益是否来自发育或训练是中性的。这些结果表明，认知挑战是认知发展过程中基因与环境相互作用的核心部分。我们相信，我们的研究为先前的研究结果提供了新的视角，这些研究结果包括教育的个体间差异（富有-更富有和补偿效应），儿童的大脑可塑性以及整个生命周期中智力的遗传性增加。
The interplay of genetic and environmental factors behind cognitive development has preoccupied multiple fields of science and sparked heated debates over the decades. Here we tested the hypothesis that developmental genes rely heavily on cognitive challenges—as opposed to natural maturation. Starting with a polygenic score (cogPGS) that previously explained variation in cognitive performance in adults, we estimated its effect in 344 children and adolescents (mean age of 12 years old, ranging from 6 to 25) who showed changes in working memory (WM) in two distinct samples: (1) a developmental sample showing significant WM gains after 2 years of typical, age-related development, and (2) a training sample showing significant, experimentally-induced WM gains after 25 days of an intense WM training. We found that the same genetic factor, cogPGS, significantly explained the amount of WM gain in both samples. And there was no interaction of cogPGS with sample, suggesting that those genetic factors are neutral to whether the WM gains came from development or training. These results represent evidence that cognitive challenges are a central piece in the gene-environment interplay during cognitive development. We believe our study sheds new light on previous findings of interindividual differences in education (rich-get-richer and compensation effects), brain plasticity in children, and the heritability increase of intelligence across the lifespan.
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影响因子：
9.2
作者：
Chang CC;Chow CC;Tellier LC;Vattikuti S;Purcell SM;Lee JJ
通讯作者：
Lee JJ
DOI：
10.1097/00004583-200502000-00010
发表时间：
2005-02-01
影响因子：
13.3
作者：
Klingberg, T;Fernell, E;Westerberg, H
通讯作者：
Westerberg, H
影响因子：
9.2
作者：
Choi, Shing Wan;O'Reilly, Paul F.
通讯作者：
O'Reilly, Paul F.
影响因子：
2.9
作者：
Jolles DD;Crone EA
通讯作者：
Crone EA
影响因子：
4
作者：
Karmiloff-Smith, Annette
通讯作者：
Karmiloff-Smith, Annette