儿童认知灵活性和母亲控制:解开遗传和环境影响的第一步。

IF 1.7 4区 心理学 Q3 PSYCHOLOGY
Frédéric Thériault-Couture, Célia Matte-Gagné, Samuel Dallaire, Mara Brendgen, Frank Vitaro, Richard E Tremblay, Jean R Séguin, Ginette Dionne, Michel Boivin
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引用次数: 0

摘要

执行功能(EF)在儿童发展的许多领域起着至关重要的作用。因此,更好地了解其病因是至关重要的。本研究采用934对双胞胎(400对同卵双胞胎)的遗传设计,研究了5岁时EF的一个组成部分——认知灵活性的病因学及其与母体控制的表型和病因学关联。认知灵活性是在实验室环境中测量的,在5岁时使用一个著名的ef任务,即维度变化卡片排序(DCCS)。产妇控制采用自我报告问卷进行测量。单变量遗传模型表明,环境因素主要解释了学龄前儿童DCCS任务表现的个体差异。双变量遗传模型表明,非共享环境机制主要解释了母亲控制与儿童在DCCS任务中的表现之间的关联(r = .-13)。这项研究为更好地理解父母行为和儿童EF之间的关系背后的遗传和环境因素迈出了初步的一步。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Child Cognitive Flexibility and Maternal Control: A First Step toward Untangling Genetic and Environmental Contributions.

Executive functions (EF) play an essential role in many spheres of child development. Therefore, it is crucial to get a better understanding of their etiology. Using a genetic design that involved 934 twins (400 monozygotic), this study examined the etiology of cognitive flexibility, a component of EF, at 5 years of age and its phenotypic and etiological associations with maternal control. Cognitive flexibility was measured in a laboratory setting at 5 years of age using a well-known EF-task, i.e. the Dimensional Change Card Sort (DCCS). Maternal control was measured using a self-report questionnaire. The univariate genetic model demonstrated that environmental factors mainly explained individual differences in preschoolers' performance on the DCCS task. A bivariate genetic model demonstrated that non-shared environmental mechanisms mainly explained the association (r = .-13) between maternal control and children's performance on the DCCS task. This study represents a preliminary step toward a better understanding of the genetic and environmental contributions underlying the relation between parenting behaviors and children's EF.

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来源期刊
CiteScore
2.80
自引率
0.00%
发文量
40
审稿时长
>12 weeks
期刊介绍: The Journal of Genetic Psychology is devoted to research and theory in the field of developmental psychology. It encompasses a life-span approach, so in addition to manuscripts devoted to infancy, childhood, and adolescence, articles on adulthood and aging are also published. We accept submissions in the area of educational psychology as long as they are developmental in nature. Submissions in cross cultural psychology are accepted, but they must add to our understanding of human development in a comparative global context. Applied, descriptive, and qualitative articles are occasionally accepted, as are replications and refinements submitted as brief reports. The review process for all submissions to The Journal of Genetic Psychology consists of double blind review.
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