Gene-Environment Interplay in Early Cognitive Development

早期认知发展中的基因与环境相互作用

• 批准号: 8290284
• 负责人: Elliot Max Tucker-Drob
• 金额: $ 18.48万
• 依托单位: UNIVERSITY OF TEXAS AT AUSTIN
• 依托单位国家: 美国
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-07-01 至 2014-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8290284
• 关键词: 2 year old; Academic achievement; Accounting; Achievement; Adoption; Affect; Behavior; Behavioral Genetics; Birth; Child; Child Behavior; Child Development; Child Support; Code; Cognitive; Conceptions; Consensus; Cues; Data; Data Collection; Development; Dizygotic Twins; Education; Educational process of instructing; Endowment; Ensure; Environment; Exhibits; Exploratory/Developmental Grant; Family; Future; Gene Expression; Genes; Genetic; Home environment; Infant; Infant Behavior; Knowledge; Learning; Life Experience; Link; Longevity; Longitudinal Studies; Mathematics; Measures; Mediating; Mission; Monozygotic twins; Nature; Neighborhoods; Outcome; Parenting behavior; Parents; Play; Poverty; Process; Readiness; Reading; Reporting; Research; Research Personnel; Resources; Risk; Role; Schools; Side; Socioeconomic Status; Testing; Twin Multiple Birth; Variant; Videotape; Work; base; cognitive function; cohort; early childhood; early experience; experience; gene environment interaction; health economics; indexing; infancy; interest; kindergarten; low socioeconomic status; skills; social; socioeconomics; teacher

DESCRIPTION (provided by applicant): While the influences of genes and environments on cognitive development have traditionally been viewed as independent, if not competing, forces, there is an emerging theoretical consensus that cognitive development results from interactions between genes and cumulative environmental experiences. However, while the little gene-by-environment (GxE) interaction research on cognitive development that has been conducted to date has primarily focused on children's experiences during grade school, very recent work suggests that GxE on cognitive development emerges much earlier - as early as 2 years of age. In low socioeconomic status homes, genetic influences on infant cognitive function approach zero, whereas in high socioeconomic status homes, genes account for approximately 50% of the variation in infant cognitive function. Using data on approximately 800 pairs of fraternal and identical twins that were collected as part of the Early Childhood Longitudinal Study - Birth Cohort (ECLS-B), this project will take steps to clarify GxE interaction effects on early cognitive development in three important respects. Aim 1: Identify Parent Behaviors that Moderate Genetic Influences on Infant Cognitive Function. For the first aim, this project will examine the roles that parent behaviors play in moderating genetic influences on infant cognitive function. A guiding hypothesis is that parental responsiveness to infant cues is crucial to the expression of genetic potential for early cognitive development. Aim 2: Understand the Association Between Infant Behaviors and Infant Cognitive Function. For the second aim, this project will examine the genetic and environmental bases for the relations between infant knowledge-seeking behaviors and infant cognitive function, and whether socioeconomic advantage and parental responsiveness moderate these relations. This will help to determine whether GxE interactions on infant cognitive functions can be accounted for by differences in levels of support of children's knowledge seeking behaviors. Aim 3: Link GxE Affects on Cognitive Function with School Entry Skills in Kindergarten. For the final aim, this project will examine the extent to which GxE effects on infant cognitive function extend to school entry skills (mathematics, reading, and attentional skills) measured at 4 and 5 years, and whether new GxE effects independent of previous GxE effects emerge at school entry. Identifying early life experiences that facilitate the expression of genes for healthy cognitive development and school readiness will support NICHD's mission to ensure that all children have their chance to achieve their full potential for healthy and productive lives.

描述（由申请人提供）：虽然基因和环境对认知发展的影响传统上被视为独立的，即使不是竞争的力量，但仍存在一种新兴的理论共识，即认知发展是基因与累积环境经验之间的相互作用而产生的。然而，尽管迄今为止对认知发展的相互作用研究的小基因互动研究主要集中在小学期间儿童的经历上，但最近的工作表明，GXE关于认知发展的GXE早在2岁时就早就出现了。在低社会经济地位家庭中，遗传对婴儿认知功能方法的影响为零，而在高社会经济地位家庭中，基因约占婴儿认知功能变异的50％。 使用大约800对兄弟和同卵双胞胎的数据，这些数据是在幼儿纵向研究的一部分中收集的 - 出生队列（ECLS -B），该项目将采取措施阐明三个重要方面对早期认知发展的GXE相互作用的影响。 目标1：确定对遗传影响对婴儿认知功能的影响的父行为。 为了第一个目标，该项目将研究父母行为在调节遗传影响对婴儿认知功能的角色中所起的作用。指导假设是，父母对婴儿提示的反应对于早期认知发展的遗传潜力表达至关重要。 目标2：了解婴儿行为与婴儿认知功能之间的关联。为了第二个目标，该项目将研究婴儿寻求知识行为和婴儿认知功能之间关系的遗传和环境基础，以及社会经济的优势和父母的响应能力是否可以缓解这些关系。这将有助于确定对婴儿认知功能的GXE相互作用是否可以通过对儿童知识寻求行为的支持水平的差异来解释。 AIM 3：链接GXE通过幼儿园的学校入学技能影响认知功能。为了最终目标，该项目将研究GXE对婴儿认知功能的影响扩展到4年和5年的学校入学技能（数学，阅读和注意力技能），以及在学校入学时出现的新GXE效应是否独立于先前的GXE效应。 确定促进基因表达健康认知发展和学校就绪的早期生活经历将支持NICHD的使命，以确保所有儿童都有机会实现其健康和生产力的全部潜力。

项目成果

Genetic and environmental influences on internalizing psychopathology across age and pubertal development.

遗传和环境对跨年龄和青春期发育的内化精神病理学的影响。

• DOI: 10.1037/dev0000578
• 发表时间: 2018
• 期刊: Developmental psychology
• 影响因子: 4
• 作者: Patterson,MeganW;Mann,FrankD;Grotzinger,AndrewD;Tackett,JenniferL;Tucker-Drob,ElliotM;Harden,KPaige
• 通讯作者: Harden,KPaige

Structure and correlates of cognitive aging in a narrow age cohort.

• DOI: 10.1037/a0036187
• 发表时间: 2014-06
• 期刊: Psychology and aging
• 影响因子: 3.7
• 作者: Tucker-Drob EM;Briley DA;Starr JM;Deary IJ
• 通讯作者: Deary IJ

Corrigendum to "Genetic and environmental influences on pubertal hormones in human hair across development" [Psychoneuroendocrinology 90 (2018) 76-84].

“遗传和环境对人类毛发发育过程中青春期激素的影响”的勘误表 [Psychoneuroendocrinology 90 (2018) 76-84]。

• DOI: 10.1016/j.psyneuen.2018.08.011
• 发表时间: 2018
• 期刊: Psychoneuroendocrinology
• 影响因子: 3.7
• 作者: Grotzinger,AndrewD;Briley,DanielA;Engelhardt,LauraE;Mann,FrankD;Patterson,MeganW;Tackett,JenniferL;Tucker-Drob,ElliotM;PaigeHarden,K
• 通讯作者: PaigeHarden,K