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Visual Disengagement: Genetic Architecture and Relation to Autistic Traits in the General Population
Peer reviewed
Direct linkSiqueiros Sanchez, Monica; Pettersson, Erik; Kennedy, Daniel P.; Bölte, Sven; Lichtenstein, Paul; D'Onofrio, Brian M.; Falck-Ytter, Terje – Journal of Autism and Developmental Disorders, 2020
Visual disengagement has been hypothesized as an endophenotype for autism. In this study we used twin modelling to assess the role of genetics in basic measures of visual disengagement, and tested their putative association to autistic traits in the general population. We used the Gap Overlap task in a sample of 492 twins. Results showed that most…
Descriptors: Genetics, Autism, Pervasive Developmental Disorders, Symptoms (Individual Disorders)
Download full textInstitute for Higher Education Policy, 2018
Public flagship universities were established with a mission to provide an excellent education to their states' residents and are therefore well-positioned to enhance social and economic mobility within their states. Yet in many cases, too few low-income students and students of color have access to these elite colleges and the opportunities they…
Descriptors: Public Colleges, Access to Education, Minority Group Students, Low Income Students
Negrin, JoAnne; Michener, Catherine; Hoffman, Brooke – Phi Delta Kappan, 2023
New Jersey's Vineland Public Schools formed a partnership with Rowan University's College of Education, in Glassboro, New Jersey, to create a dual-enrollment program in teacher education specifically designed for students in the bilingual program. This program provides Spanish-speaking students with coursework in their native language that leads…
Descriptors: Dual Enrollment, Bilingual Students, College Attendance, Occupational Aspiration
Isaksson, J.; Van't Westeinde, A.; Cauvet, É.; Kuja-Halkola, R.; Lundin, K.; Neufeld, J.; Willfors, C.; Bölte, S. – Journal of Autism and Developmental Disorders, 2019
Alterations in social cognition (SC) are hypothesized to underlie social communication and interaction challenges in autism spectrum disorder (ASD). The aetiological underpinnings driving this association remain unclear. We examined SC in 196 twins with ASD, other neurodevelopmental disorders or typical development using the naturalistic Movie for…
Descriptors: Social Cognition, Twins, Autism, Pervasive Developmental Disorders
Bailey, Drew H.; Littlefield, Andrew K. – Child Development, 2017
This study reanalyzes data presented by Ritchie, Bates, and Plomin (2015) who used a cross-lagged monozygotic twin differences design to test whether reading ability caused changes in intelligence. The authors used data from a sample of 1,890 monozygotic twin pairs tested on reading ability and intelligence at five occasions between the ages of 7…
Descriptors: Correlation, Child Development, Intelligence, Developmental Stages
Andrew Wright; Elina Wright – British Journal of Religious Education, 2024
This paper contributes to the ongoing debate surrounding the place of 'worldviews' in Religious Education. We examine the British Commission on Religious Education proposal that the subject be renamed 'Religions and Worldviews' from the perspective of Worldview Theory and Critical Religious Education and make the following suggestions: (a) the…
Descriptors: Religious Education, World Views, Hermeneutics, Curriculum Development
Tong, Christine Kong-Yan; Ho, Jana Chi San; Yang, Xiujie; McBride, Catherine; Ng, Melody Chi Ying; Pan, Dora Jue – Reading and Writing: An Interdisciplinary Journal, 2023
The role of parental literacy skills in cross-linguistic transfer, the phenomenon of the sharing of skills and competence from one language to another, is under-researched. The present study tested 147 Hong Kong Chinese children and their parents (76 boys; mean age = 7.16). Parental literacy skills significantly explained children's reading and…
Descriptors: Foreign Countries, Children, Parents, Reading Skills
Finkel, Deborah; Davis, Deborah W.; Giangrande, Evan J.; Womack, Sean; Turkheimer, Eric; Beam, Christopher – Child Development, 2022
The current analysis investigates genetic and environmental influences on the bidirectional relationships between temperament and general cognitive ability (GCA). Measures of GCA and three temperament factors (persistence, approach, and reactivity) were collected from 486 children ages 4-9 years (80% white, 50% female) from the Louisville Twin…
Descriptors: Genetics, Environmental Influences, Personality Traits, Cognitive Ability
von Stumm, Sophie; Plomin, Robert – Developmental Science, 2018
School performance is one of the most stable and heritable psychological characteristics. Notwithstanding, monozygotic twins (MZ), who have identical genotypes, differ in school performance. These MZ differences result from non-shared environments that do not contribute to the similarity within twin pairs. Because to date few non-shared…
Descriptors: Genetics, Twins, Academic Achievement, Psychological Characteristics
Capp, Simone J.; Agnew-Blais, Jessica; Lau-Zhu, Alex; Colvert, Emma; Tye, Charlotte; Aydin, Ümit; Lautarescu, Alexandra; Ellis, Claire; Saunders, Tyler; O'Brien, Lucy; Ronald, Angelica; Happé, Francesca; McLoughlin, Gráinne – Journal of Autism and Developmental Disorders, 2023
This study explored whether high autistic traits, high attention deficit hyperactivity disorder (ADHD) traits and their interaction were associated with quality of life (QoL) in a sample of 556 of young-adult twins (Mean age 22 years 5 months, 52% Female). Four participant groups were created: high autistic traits, high ADHD traits, high…
Descriptors: Young Adults, Quality of Life, Autism Spectrum Disorders, Attention Deficit Hyperactivity Disorder
Gordon, Lynn Melby – Educational Policy, 2015
Should principals enforce mandatory separation of twins in kindergarten? Do school separation beliefs of principals differ from those of teachers, parents of twins, and twins themselves? This survey questioned 131 elementary principals, 54 kindergarten teachers, 201 parents of twins, and 112 twins. A majority of principals (71%) believed that…
Descriptors: Twins, Student Placement, Kindergarten, Principals
Mimeau, Catherine; Dionne, Ginette; Feng, Bei; Brendgen, Mara; Vitaro, Frank; Tremblay, Richard E.; Boivin, Michel – Language Learning and Development, 2018
This twin study examined the genetic and environmental etiology of vocabulary, syntax, and their association in first graders. French-speaking same-sex twins (n = 555) completed two vocabulary tests, and two scores of syntax were calculated from their spontaneous speech at 7 years of age. Multivariate latent factor genetic analyses showed that…
Descriptors: Genetics, Etiology, Vocabulary, Syntax
Chen, Jie; Yu, Jing; Zhang, Jianxin – International Journal of Behavioral Development, 2016
The associations between parenting practices and adolescent anxiety symptoms were examined in both individual and monozygotic (MZ) twin differences levels. Participants were 804 pairs of Chinese MZ adolescent twins aged 10-18 years (M = 13.57, SD = 2.67, 52% females). Twins' anxiety symptoms were assessed by self- and parent-reports. Twins also…
Descriptors: Twins, Individual Differences, Environmental Influences, Child Rearing
Dale, Philip S.; Rice, Mabel L.; Rimfeld, Kaili; Hayiou-Thomas, Marianna E. – Journal of Speech, Language, and Hearing Research, 2018
Purpose: There is a need for well-defined language phenotypes suitable for adolescents in twin studies and other large-scale research projects. Rice, Hoffman, and Wexler (2009) have developed a grammatical judgment measure as a clinical marker of language impairment, which has an extended developmental range to adolescence. Method: We conducted…
Descriptors: Language Impairments, Twins, Adolescents, Genetics
Tosto, Maria Grazia; Garon-Carrier, Gabrielle; Gross, Susan; Petrill, Stephen A.; Malykh, Sergey; Malki, Karim; Hart, Sara A.; Thompson, Lee; Karadaghi, Rezhaw L.; Yakovlev, Nikita; Tikhomirova, Tatiana; Opfer, John E.; Mazzocco, Michèle M. M.; Dionne, Ginette; Brendgen, Mara; Vitaro, Frank; Tremblay, Richard E.; Boivin, Michel; Kovas, Yulia – British Journal of Educational Psychology, 2019
Background: The number line task assesses the ability to estimate numerical magnitudes. People vary greatly in this ability, and this variability has been previously associated with mathematical skills. However, the sources of individual differences in number line estimation and its association with mathematics are not fully understood. Aims: This…
Descriptors: Twins, Individual Differences, Computation, Mathematics Skills
