Naples Adam J, Chang Joseph T, Katz Leonard, Grigorenko Elena L
Department of Psychology, Yale University, New Haven, CT 06510, USA.
Biol Psychol. 2009 Feb;80(2):226-39. doi: 10.1016/j.biopsycho.2008.10.002. Epub 2008 Oct 21.
This work's objective was to offer additional insights into the psychological and genetic bases of reading ability and disability, and to evaluate the plausibility of a variety of psychological models of reading involving phonological awareness (PA) and rapid naming (RN), both hypothesized to be principal components in such models. In Study 1, 488 unselected families were assessed with measures of PA and RN to investigate familial aggregation and to obtain estimates of both the number and effect-magnitude of genetic loci involved in these traits' transmission. The results of the analyses from Study 1 indicated the presence of genetic effects in the etiology of individual differences for PA and RN and pointed to both the shared and unique sources of this genetic variance, which appeared to be exerted by multiple (3-6 for PA and 3-5 for RN) genes. These results were used in Study 2 to parameterize a simulation of 3000 families with quantitatively distributed PA and RN, so that the robustness and generalizability of the Study 1 findings could be evaluated. The findings of both studies were interpreted according to established theories of reading and our own understanding of the etiology of complex developmental disorders.
这项研究的目的是深入了解阅读能力与阅读障碍的心理和遗传基础，并评估各种涉及语音意识（PA）和快速命名（RN）的阅读心理模型的合理性，这两者均被假定为这些模型的主要组成部分。在研究1中，对488个未经筛选的家庭进行了PA和RN测量，以调查家族聚集情况，并估计这些性状传递过程中涉及的基因座数量和效应大小。研究1的分析结果表明，PA和RN个体差异的病因存在遗传效应，并指出了这种遗传变异的共同和独特来源，这些变异似乎由多个（PA为3 - 6个，RN为3 - 5个）基因施加。研究2利用这些结果对3000个PA和RN定量分布的家庭进行模拟参数化，以便评估研究1结果的稳健性和普遍性。两项研究的结果均根据既定的阅读理论以及我们对复杂发育障碍病因的理解进行解释。
