Pennington Bruce F, McGrath Lauren M, Rosenberg Jenni, Barnard Holly, Smith Shelley D, Willcutt Erik G, Friend Angela, Defries John C, Olson Richard K
Department of Psychology, University of Denver, USA.
Dev Psychol. 2009 Jan;45(1):77-89. doi: 10.1037/a0014549.
This article examines Gene x Environment (G x E) interactions in two comorbid developmental disorders--reading disability (RD) and attention-deficit/hyperactivity disorder (ADHD)--as a window on broader issues on G x E interactions in developmental psychology. The authors first briefly review types of G x E interactions, methods for detecting them, and challenges researchers confront in interpreting such interactions. They then review previous evidence for G x E interactions in RD and ADHD, the directions of which are opposite to each other: bioecological for RD and diathesis stress for ADHD. Given these results, the authors formulate and test predictions about G x E interactions that would be expected at the favorable end of each symptom dimension (e.g., above-average reading or attention). Consistent with their prediction, the authors found initial evidence for a resilience interaction for above-average reading: higher heritability in the presence of lower parental education. However, they did not find a G x E interaction at the favorable end of the ADHD symptom dimension. The authors conclude with implications for future research.
本文探讨了两种共病发育障碍——阅读障碍（RD）和注意力缺陷多动障碍（ADHD）中的基因×环境（G×E）相互作用，以此作为发展心理学中关于G×E相互作用更广泛问题的一个窗口。作者首先简要回顾了G×E相互作用的类型、检测方法以及研究人员在解释此类相互作用时面临的挑战。然后，他们回顾了先前关于RD和ADHD中G×E相互作用的证据，其方向彼此相反：RD为生物生态学方向，ADHD为素质应激方向。鉴于这些结果，作者制定并测试了关于在每个症状维度的有利端（例如，高于平均水平的阅读或注意力）预期的G×E相互作用的预测。与他们的预测一致，作者发现了高于平均水平阅读的复原力相互作用的初步证据：在父母教育程度较低的情况下遗传力较高。然而，他们在ADHD症状维度的有利端未发现G×E相互作用。作者最后阐述了对未来研究的启示。
