Edinburgh Research Explorer The nature of nurture
Edinburgh Research Explorer The nature of nurture
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爱丁堡研究探索者 教养的本质
DOI：
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
N. Gillespie
中科院分区：
文献类型：
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作者：
Timothy C. Bates;B. Maher;S. Medland;K. McAloney;M. J. Wright;N. Hansell;K. Kendler;Nicholas G. Martin;N. Gillespie
环境和遗传途径的复杂性状，如教育程度（EA）的研究是混淆的不确定性，是否相关性反映了传递的父母基因的影响，因果家庭环境，或一些，可能是互动的，两者的混合。因此，与EA相关的数千个等位基因（多基因风险评分; PRS）的聚集可能会在后代中促进EA的父母行为和家庭环境。需要新的方法来分解和确定这些因果途径。在这里，我们利用父母随机将其基因组的50%传递给给定后代的事实来创建传递的等位基因的独立评分（常规EA PRS）和基于未传递给后代的等位基因的父母评分（EA VP_PRS）。非传递等位基因对后代获得的正式影响在2,333对基因型双胞胎中进行了测试，这些双胞胎在17岁时进行了高质量的EA评估，其父母也进行了基因分型。观察到四个关键结果。首先，EA PRS和EA VP_PRS在经验上是独立的，验证了虚拟母体设计。其次，在这个以家庭为基础的设计中，儿童自己的EA PRS显著预测他们的EA（β = 0.15），排除分层混淆作为成就与EA PRS相关的原因。第三，父母的EA PRS预测父母提供给后代的SES环境（β = 0.20），父母的SES和后代的EA显着相关（β = 0.33）。这表明，EA PRS至少与社交能力密切相关，因为它与EA密切相关，导致父母获得更高的SES，因此，儿童具有更高的SES经验。在一个完整的结构方程模型中，考虑到多个兄弟姐妹之间的家族遗传相关性，非传递等位基因效应的估计值相似;但是，在这个更复杂的模型中，置信区间包括零。使用即将推出的EA 3 PRS进行的测试可能会澄清这一结果。虚拟父母的方法可以应用于澄清因果关系，在其他表型的观察证据表明，养育可能会缓和其他结果的表达，例如在精神病学。
Research on environmental and genetic pathways to complex traits such as educational attainment (EA) is confounded by uncertainty over whether correlations reflect effects of transmitted parental genes, causal family environments, or some, possibly interactive, mixture of both. Thus, an aggregate of thousands of alleles associated with EA (a polygenic risk score; PRS) may tap parental behaviors and home environments promoting EA in the offspring. New methods for unpicking and determining these causal pathways are required. Here, we utilize the fact that parents pass, at random, 50% of their genome to a given offspring to create independent scores for the transmitted alleles (conventional EA PRS) and a parental score based on alleles not transmitted to the offspring (EA VP_PRS). The formal effect of non-transmitted alleles on offspring attainment was tested in 2,333 genotyped twins for whom high-quality measures of EA, assessed at age 17 years, were available, and whose parents were also genotyped. Four key findings were observed. First, the EA PRS and EA VP_PRS were empirically independent, validating the virtual-parent design. Second, in this family-based design, children’s own EA PRS significantly predicted their EA ( β = 0.15), ruling out stratification confounds as a cause of the association of attainment with the EA PRS. Third, parental EA PRS predicted the SES environment parents provided to offspring ( β = 0.20), and parental SES and offspring EA were significantly associated ( β = 0.33). This would suggest that the EA PRS is at least as strongly linked to social competence as it is to EA, leading to higher attained SES in parents and, therefore, a higher experienced SES for children. In a full structural equation model taking account of family genetic related-ness across multiple siblings the non-transmitted allele effects were estimated at similar values; but, in this more complex model, confidence intervals included zero. A test using the forthcoming EA3 PRS may clarify this outcome. The virtual-parent method may be applied to clarify causality in other phenotypes where observational evidence suggests parenting may moderate expression of other outcomes, for instance in psychiatry.
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影响因子：
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作者：
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通讯作者：
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影响因子：
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DOI：
10.1111/1469-7610.00085
发表时间：
2002
期刊：
Journal of child psychology and psychiatry, and allied disciplines
影响因子：
--
作者：
Wadsworth,SJ;Corley,RP;Hewitt,JK;Plomin,R;DeFries,JC
通讯作者：
DeFries,JC