scholarly journals The amplification of genetic factors for early vocabulary during children’s language and literacy development

2019 ◽  
Author(s):  
Ellen Verhoef ◽  
Chin Yang Shapland ◽  
Simon E. Fisher ◽  
Philip S. Dale ◽  
Beate St Pourcain
Keyword(s):  
Cognitive Skills ◽  
Structural Equation ◽  
Genetic Factors ◽  
Structural Equation Models ◽  
Receptive Language ◽  
Literacy Skills ◽  
Receptive Vocabulary ◽  
Genetic Influences ◽  
Childhood And Adolescence ◽  
Language And Literacy

AbstractThe heritability of language and literacy skills increases during development. The underlying mechanisms are little understood, and may involve (i) the amplification of early genetic influences and/or (ii) the emergence of novel genetic factors (innovation). Here, we use multivariate structural equation models to quantify these processes, as captured by genome-wide genetic markers. Studying expressive and receptive vocabulary at 38 months and subsequent language, literacy and cognitive skills (7-13 years) in unrelated children (ALSPAC: N≤6,092), we found little support for genetic innovation during mid-childhood and adolescence. Instead, genetic factors for early vocabulary, especially those unique to receptive skills, were amplified. Explaining as little as 3.9%(SE=1.8%) variation in early language, the same genetic influences accounted for 25.7%(SE=6.4%) to 45.1%(SE=7.6%) variation in verbal intelligence and literacy skills, but also performance intelligence, capturing the majority of SNP-heritability (≤99%). This suggests that complex verbal and non-verbal cognitive skills originate developmentaly in early receptive language.

scholarly journals Home Literacy and Numeracy Interact and Mediate the Relationship Between Socio-Economic Status and Early Linguistic and Numeracy Skills in Preschoolers

2021 ◽  
Vol 12 ◽  
Author(s):  
Paola Bonifacci ◽  
Diego Compiani ◽  
Alexandra Affranti ◽  
Benedetta Peri
Keyword(s):  
Early Literacy ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Economic Status ◽  
Literacy Skills ◽  
Home Literacy ◽  
Language And Literacy ◽  
Socio Economic Status ◽  
Numeracy Skills ◽  
Language Measures

This longitudinal study aimed at evaluating the relationships between socio-economic status (SES) and early literacy and numeracy skills, testing home literacy and home numeracy as mediators. It also investigated the interaction of home literacy and numeracy on early literacy and numeracy skills. The study involved 310 preschool children attending the second and the third year. Parents completed questionnaires on SES and home literacy and numeracy. In the first session, children were administered language measures and non-symbolic numeracy skills and, in the second wave, tasks of early literacy and symbolic numeracy skills. Structural equation models (SEMs) showed that SES was predictive of early language and literacy skills and non-symbolic numeracy skills. In addition, home literacy and home numeracy significantly mediated the relationships between SES and children’s skills. Finally, home literacy and home numeracy showed a significant negative interaction on symbolic numeracy skills. Implications for research and educational settings are discussed.

scholarly journals Socioeconomic disadvantage is associated with prevalence of developmental language disorders, but not rate of language or literacy growth in children from 4 to 11 years: evidence from the Surrey Communication and Language in Education Study (SCALES)

2021 ◽  
Author(s):  
Courtenay Norbury ◽  
Sarah Louise Griffiths ◽  
George Vamvakas ◽  
Gillian Baird ◽  
Tony Charman ◽  
...  
Keyword(s):  
Language Proficiency ◽  
Primary Schools ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Word Reading ◽  
Language Disorder ◽  
Language Disorders ◽  
Population Based ◽  
Language And Literacy ◽  
Developmental Language Disorders

Objectives. The purpose of this study was to determine the changing prevalence of developmental language disorders at different quintiles of the Income Deprivation Affecting Children Index (IDACI), a measure of neighbourhood deprivation. In addition, this study investigated the long term association of IDACI rank with growth in language and literacy skills for children with and without language disorder over a six year period.Design. Prospective, population-based, longitudinal cohort study.Setting. State-maintained primary schools in Surrey, England.Participants and procedure. Teachers rated the language skills of 7267 children starting a state-maintained school in 2011 (aged 4;9-5;10, 59% of all eligible children). Comprehensive language and literacy assessment was conducted with a monolingual sub-sample in Year 1 (n = 529, age 5-6), Year 3 (n = 499, age 7-8), and Year 6 (n = 384, age 10-11).Analytic methods. Logistic regression determined the association of IDACI scores and teacher-rated language proficiency. Structural Equation Models using auxiliary variables estimated the association of IDACI and prevalence of developmental Language Disorder (LD) in Year 1, and IDACI and language and literacy growth from Years 1 – 6.Results. Predicted probability of language disorder was 2.5 times greater at the 10th centile of IDACI rank (.19 [.11, .27]) versus the 90th centile (.07 [.04, .09]). IDACI rank did not associate with growth in raw scores on measures of vocabulary, grammar, or word reading. Socioeconomic gaps in vocabulary and grammar were ameliorated when language status at school entry was accounted for, but persisted for word reading. Conclusions. The association of neighbourhood disadvantage with language and literacy primarily reflects higher rates of language disorder in areas of socio-economic deprivation. Interventions that alleviate deprivation and enhance the language and literacy experiences of disadvantaged children could reduce socioeconomic attainment gaps. However, the persistence of language disorder suggests on-going support is required to attenuate personal and societal cost.

scholarly journals Heritable influences on behavioural problems from early childhood to mid-adolescence: evidence for genetic stability and innovation

2015 ◽  
Vol 45 (10) ◽  
pp. 2171-2179 ◽  
Author(s):  
G. J. Lewis ◽  
R. Plomin
Keyword(s):  
Early Childhood ◽  
Genetic Factors ◽  
Behavioural Problem ◽  
Behavioural Problems ◽  
Genetic Influences ◽  
Childhood And Adolescence ◽  
Peer Problems ◽  
Quantitative Genetic ◽  
Parental Ratings ◽  
Strengths And Difficulties

BackgroundAlthough behavioural problems (e.g. anxiety, conduct, hyperactivity, peer problems) are known to be heritable both in early childhood and in adolescence, limited work has examined prediction across these ages, and none using a genetically informative sample.MethodWe examined, first, whether parental ratings of behavioural problems (indexed by the Strengths and Difficulties questionnaire) at ages 4, 7, 9, 12, and 16 years were stable across these ages. Second, we examined the extent to which stability reflected genetic or environmental effects through multivariate quantitative genetic analysis on data from a large (n > 3000) population (UK) sample of monozygotic and dizygotic twins.ResultsBehavioural problems in early childhood (age 4 years) showed significant associations with the corresponding behavioural problem at all subsequent ages. Moreover, stable genetic influences were observed across ages, indicating that biological bases underlying behavioural problems in adolescence are underpinned by genetic influences expressed as early as age 4 years. However, genetic and environmental innovations were also observed at each age.ConclusionThese observations indicate that genetic factors are important for understanding stable individual differences in behavioural problems across childhood and adolescence, although novel genetic influences also facilitate change in such behaviours.

Heritability of DUI Convictions: A Twin Study of Driving Under the Influence of Alcohol

2014 ◽  
Vol 17 (1) ◽  
pp. 10-15 ◽  
Author(s):  
Emmanuel A. Anum ◽  
Judy Silberg ◽  
Sheldon M. Retchin
Keyword(s):  
Structural Equation ◽  
Genetic Factors ◽  
Structural Equation Models ◽  
Environmental Influences ◽  
Drunk Driving ◽  
Driving Under The Influence ◽  
Male And Female ◽  
Twin Registry ◽  
Gender And Age ◽  
Males And Females

Background: The study was undertaken to assess the relative contributions of genetic and environmental influences on drunk-driving. Methods: Driving records of a cohort of male and female twins (N = 17,360) from the Mid-Atlantic Twin Registry were examined. Structural equation models were used to estimate the magnitude of genetic and environmental effects on male and female phenotypes, and test for gender differences. Results: There were significant gender and age effects. Compared with females, males were five times more likely to engage in driving under the influence. Among persons aged 21–49 years, the risk for drunk-driving was eight times that for those aged 50+ years and five times greater than those ≤20 years. In both males and females, aged 21–49 years, a large proportion (57%) of the variance in drunk-driving was due to genetic factors and the remaining 43% due to individual specific environmental influences. Conclusions: Drunk-driving is under significant genetic influence in both males and females. Our findings suggest that a different set of genes influence DUIs in men and women.

scholarly journals Which genetic mechanisms underlie the relationship between preschool vocabulary and later literacy skills?

2021 ◽  
Keyword(s):  
Vocabulary Acquisition ◽  
Genetic Factors ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Genetic Mechanisms ◽  
The Relationship ◽  
Genetic Amplification

Preschool vocabulary acquisition is associated with later language and literacy skills. Genetic factors might partially explain this link, but the precise mechanisms are unclear. Thus far, twin-based studies have implicated mechanisms involving genetic amplification or genetic innovation.

The Differential Heritability of Regular Tobacco Use Based on Method of Administration

2005 ◽  
Vol 8 (1) ◽  
pp. 60-62 ◽  
Author(s):  
J. Eric Schmitt ◽  
Carol A. Prescott ◽  
Charles O. Gardner ◽  
Michael C. Neale ◽  
Kenneth S. Kendler
Keyword(s):  
Tobacco Use ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Genetic Influences ◽  
Shared Environment ◽  
Chewing Tobacco ◽  
Differential Heritability ◽  
Moist Snuff ◽  
Twin Resemblance

AbstractSeveral large studies have demonstrated that the liability to smoke cigarettes is strongly genetically influenced. However, the role of genetic and environmental risk factors in the use of other common forms of tobacco use has yet to be studied. Data on the regular use of cigarettes, cigars, pipes, dip (moist snuff), and chewing tobacco from 2634 male twins were analyzed with ACE structural equation models. Twin similarity for regular cigarette and dip use was largely genetic in origin. However, twin resemblance for chewing tobacco was just about equally the result of genes and shared environment, and twin similarity for use of pipes and cigars was entirely the result of shared environmental factors. Thus, the genetic influences on the liability for regular tobacco use appear to vary based on tobacco type. The causes for the use of different forms of tobacco are complex and worthy of further study.

scholarly journals Tobacco and type 2 diabetes: is the association explained by genetic factors?

2019 ◽  
Vol 48 (3) ◽  
pp. 926-933
Author(s):  
Sofia Carlsson ◽  
Ralf Kuja-Halkola ◽  
Cecilia Magnusson ◽  
Ylva Trolle Lagerros ◽  
Tomas Andersson
Keyword(s):  
Type 2 Diabetes ◽  
Structural Equation ◽  
Genetic Factors ◽  
Structural Equation Models ◽  
Genetic Correlations ◽  
Patient Registries ◽  
Genetic Components ◽  
Increased Risk ◽  
Shared Genetic

Abstract Background Smoking and use of Swedish smokeless tobacco (snus) are associated with increased risk of type 2 diabetes (T2D). Our aim was to estimate the unique and shared genetic components of these traits and to what extent the association is explained by shared genetic factors. Methods We used twins of the Swedish Twin Registry who responded to a questionnaire between 1998 and 2006 (n = 40 247) and were followed until 2015 in the National Prescription and Patient Registries. We estimated hazard ratios (HRs) and odds ratios (ORs) for the association between smoking/snus use and T2D (n = 2130) and used structural equation models to estimate genetic and environmental variance components and genetic correlations. Results Current smokers [HR 1.69, 95% confidence interval (CI), 1.49–1.92] and snus users (HR 1.19, 95% CI 1.01–1.41) had an increased risk of T2D. In within-pair analyses of monozygotic twins, corresponding ORs were 1.36, 95% CI 0.75–2.46 (smoking) and 1.54, 95% CI 0.80–2.99 (snus). Heritability was 43% (95% CI 36–51) for ever smoking, 58% (95% CI 44– 70) for ever snus use and 66% (95% CI 59–72) for T2D. The genetic correlation with T2D was 18% (95% CI 1–35) for smoking and –6% (95% CI –24 to 4) for snus use, indicating that only a small fraction of the genetic influence is shared. Conclusions We could confirm that consumers of snus and cigarettes are at increased risk of T2D. Both snus use and smoking have strong genetic components, which appears to be attributable primarily to genes that are distinct from those promoting T2D.

scholarly journals Associations between young children’s 
print fixations during book reading and 
their early literacy skills

2020 ◽  
Vol 4 (1) ◽  
pp. 45-56
Author(s):  
Baogen Liu ◽  
Feifei Li ◽  
Hui Jiang ◽  
Justice M. Laura
Keyword(s):  
Early Literacy ◽  
Direct Effect ◽  
Reading Ability ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Literacy Skills ◽  
Reciprocal Relationship ◽  
Book Reading ◽  
Eye Tracker ◽  
Early Literacy Skills

In the current study, the potentially causal association between young children’s fixations on print and their early literacy ability was explored. The primary purpose was to determine the potentially reciprocal relations between print fixations and literacy abilities, such that print fixations and early literacy skills reciprocally enhance one another rather than one having a direct effect on the other (e.g., fixation on print leads to improvement in early literacy skills). Visual fixations on print for 95 Chinese children ranging in age from 4 to 6 years were recorded using an eye tracker, and their early literacy abilities (vocabulary, orthographic awareness and reading ability) were concurrently examined. Results of structural equation models designed to test different pathways through which print fixations and early literacy skills are related revealed that the reciprocal relationship between print fixations and early literacy skills was not supported, and that fixations on print seem to have a direct effect on children’s literacy skills.

scholarly journals Literacy Skills, Immigration, and Motivation to Learn Among Middle-Aged and Older Adults in the United States

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 330-330
Author(s):  
Shalini Sahoo ◽  
Roberto Millar ◽  
Taka Yamashita ◽  
Phyllis Cummins
Keyword(s):  
Older Adults ◽  
Lifelong Learning ◽  
Structural Equation ◽  
Structural Equation Models ◽  
The United States ◽  
Education And Training ◽  
Literacy Skills ◽  
Motivation To Learn ◽  
Middle Aged ◽  
And Training

Abstract Education and training over the life course or lifelong learning has become critical in the fast-changing U.S. society. Foundation skills (e.g., literacy), motivation, curiosity, as well as access to learning opportunities are essential to promote lifelong learning. Despite the importance of these promoting factors, empirical research focusing on complex relationships between literacy skills, immigration and motivation to learn (MtL) among middle-aged and older adults is scarce. The objective of this study is to examine how literacy skills and immigration (vs. U.S. born) are associated with MtL among middle-aged and older adults in the U.S. Nationally representative data (n = 8,670) of adults aged 45 years and older were obtained from the 2012/2014 Program for International Assessment of Adult Competencies (PIAAC). Structural equation models were constructed to examine the formerly tested and validated latent MtL construct based on four 5-point Likert-type scale items among the sub-population of interest. Results showed that higher literacy skills (0-500 points; b = 0.002, p < 0.05) was associated with greater MtL. Additionally, immigrants were less likely (b = -0.114, p < 0.05) to have greater MtL than those who are non-immigrants (i.e. U.S. born). Higher literacy skills may indicate positive experiences in previous adult education and training and greater readiness for further learning. Findings from this study provide new empirical evidence of lifelong learning determinants. Educators and researchers should be aware of limited literacy and being an immigrant as potential barriers to knowledge-seeking in later life.

scholarly journals Causes of Variation in Food Preference in the Netherlands

2020 ◽  
Vol 23 (4) ◽  
pp. 195-203
Author(s):  
Jacqueline M. Vink ◽  
Kirsten J. M. van Hooijdonk ◽  
Gonneke Willemsen ◽  
Edith J. M. Feskens ◽  
Dorret I. Boomsma
Keyword(s):  
Environmental Factors ◽  
The Netherlands ◽  
Structural Equation ◽  
Food Preference ◽  
Genetic Factors ◽  
Structural Equation Models ◽  
Sugar Content ◽  
Principal Component ◽  
Relative Contribution ◽  
Genetic And Environmental Factors

AbstractOur current society is characterized by an increased availability of industrially processed foods with high salt, fat and sugar content. How is it that some people prefer these unhealthy foods while others prefer more healthy foods? It is suggested that both genetic and environmental factors play a role. The aim of this study was to (1) identify food preference clusters in the largest twin-family study into food preference to date and (2) determine the relative contribution of genetic and environmental factors to individual differences in food preference in the Netherlands. Principal component analysis was performed to identify the preference clusters by using data on food liking/disliking from 16,541 adult multiples and their family members. To estimate the heritability of food preference, the data of 7833 twins were used in structural equation models. We identified seven food preference clusters (Meat, Fish, Fruits, Vegetables, Savory snacks, Sweet snacks and Spices) and one cluster with Drinks. Broad-sense heritability (additive [A] + dominant [D] genetic factors) for these clusters varied between .36 and .60. Dominant genetic effects were found for the clusters Fruit, Fish (males only) and Spices. Quantitative sex differences were found for Meat, Fish and Savory snacks and Drinks. To conclude, our study convincingly showed that genetic factors play a significant role in food preference. A next important step is to identify these genes because genetic vulnerability for food preference is expected to be linked to actual food consumption and different diet-related disorders.

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