遗传和环境对注意力不集中、多动冲动及阅读能力的影响：从幼儿园到二年级
Genetic and Environmental Influences on Inattention, Hyperactivity-Impulsivity, and Reading: Kindergarten to Grade 2.
作者信息
Ebejer Jane L, Coventry William L, Byrne Brian, Willcutt Erik G, Olson Richard K, Corley Robin, Samuelsson Stefan
机构信息
University of New England.
出版信息
Sci Stud Read. 2010 Jul;14(4):293-316. doi: 10.1080/10888430903150642.
Abstract
Twin children from Australia, Scandinavia and the USA were assessed for inattention, hyperactivity-impulsivity and reading across the first three school years. Univariate behavior-genetic analyses indicated substantial heritability for all three variables in all years. Longitudinal analyses showed one genetic source operating across the time span and a second entering in the second school year for each variable, though possibly not reliable for inattention. Other analyses confirmed previous findings of pleiotropy (shared genes) between inattention and reading, and showed that this genetic overlap is in place from kindergarten onwards and is restricted to one of the genetic sources that affect reading and inattention. The results extend previous conclusions about the developmental trajectories of inattention, hyperactivity-impulsivity, and reading and their relationships. Limitations of this studyare discussed, as are educational implications.
摘要
对来自澳大利亚、斯堪的纳维亚半岛和美国的双胞胎儿童在入学后的头三个学年进行了注意力不集中、多动冲动和阅读方面的评估。单变量行为遗传学分析表明，在所有年份中，这三个变量都具有很高的遗传度。纵向分析显示，每个变量在整个时间段内都有一个遗传因素起作用，在第二个学年又有另一个遗传因素加入，不过注意力不集中方面的结果可能不太可靠。其他分析证实了之前关于注意力不集中和阅读之间多效性（共享基因）的研究结果，并表明这种遗传重叠从幼儿园起就存在，且仅限于影响阅读和注意力不集中的一个遗传因素。这些结果扩展了之前关于注意力不集中、多动冲动和阅读的发展轨迹及其相互关系的结论。本文讨论了该研究的局限性以及教育意义。
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