注意缺陷多动障碍症状与数学能力下降之间存在共同遗传风险的证据：一项双胞胎研究。
Evidence for shared genetic risk between ADHD symptoms and reduced mathematics ability: a twin study.
作者信息
Greven Corina U, Kovas Yulia, Willcutt Erik G, Petrill Stephen A, Plomin Robert
机构信息
Radboud University Medical Centre Nijmegen, Donders Institute for Brain, Cognition and Behaviour, Department of Cognitive Neuroscience, Nijmegen, The Netherlands; King's College London, MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, London, UK.
出版信息
J Child Psychol Psychiatry. 2014 Jan;55(1):39-48. doi: 10.1111/jcpp.12090. Epub 2013 Jun 3.
BACKGROUND
Attention-deficit/hyperactivity disorder (ADHD) symptoms and mathematics ability are associated, but little is known about the genetic and environmental influences underlying this association.
METHODS
Data came from more than 6,000 twelve-year-old twin pairs from the UK population-representative Twins Early Development Study. Parents rated each twin's behaviour using a DSM-IV-based 18-item questionnaire of inattentive and hyperactive-impulsive ADHD symptoms. Mathematics tests based on the UK National Curriculum were completed by each twin. The twins also completed standardised tests of reading and general cognitive ability. Multivariate twin model fitting was applied.
RESULTS
Inattentive and hyperactive-impulsive ADHD symptoms were highly heritable (67% and 73% respectively). Mathematics ability was moderately heritable (46%). Mathematics ability and inattentiveness showed a significantly greater phenotypic correlation (r(p) = -.26) and genetic correlation (r(A) = -.41) than mathematics ability and hyperactivity-impulsivity (r(p) = -.18; r(A) = -.22). The genetic correlation between inattentiveness and mathematics ability was largely independent from hyperactivity-impulsivity, and was only partially accounted for by genetic influences related to reading and general cognitive ability.
CONCLUSIONS
Results revealed the novel finding that mathematics ability shows significantly stronger phenotypic and genetic associations with inattentiveness than with hyperactivity-impulsivity. Genetic associations between inattentiveness and mathematics ability could only partially be accounted for by hyperactivity-impulsivity, reading and general cognitive ability. Results suggest that mathematics ability is associated with ADHD symptoms largely because it shares genetic risk factors with inattentiveness, and provide further evidence for considering inattentiveness and hyperactivity-impulsivity separately. DNA markers for ADHD symptoms (especially inattentiveness) may also be candidate risk factors for mathematics ability and vice versa.
背景
注意力缺陷多动障碍（ADHD）症状与数学能力相关，但对于这种关联背后的遗传和环境影响知之甚少。
方法
数据来自英国具有人口代表性的双生子早期发展研究中的6000多对12岁双胞胎。父母使用基于《精神疾病诊断与统计手册》第四版的18项注意力不集中和多动冲动型ADHD症状问卷对每个双胞胎的行为进行评分。每个双胞胎完成基于英国国家课程的数学测试。双胞胎还完成了阅读和一般认知能力的标准化测试。应用多变量双胞胎模型拟合。
结果
注意力不集中和多动冲动型ADHD症状具有高度遗传性（分别为67%和73%）。数学能力具有中等遗传性（46%）。与数学能力和多动冲动相比，数学能力与注意力不集中表现出显著更强的表型相关性（r(p)=-.26）和遗传相关性（r(A)=-.41）（r(p)=-.18；r(A)=-.22）。注意力不集中与数学能力之间的遗传相关性在很大程度上独立于多动冲动，并且仅部分由与阅读和一般认知能力相关的遗传影响所解释。
结论
结果揭示了一个新发现，即数学能力与注意力不集中的表型和遗传关联比与多动冲动的关联显著更强。注意力不集中与数学能力之间的遗传关联仅部分可由多动冲动、阅读和一般认知能力解释。结果表明，数学能力与ADHD症状相关主要是因为它与注意力不集中共享遗传风险因素，并为分别考虑注意力不集中和多动冲动提供了进一步证据。ADHD症状（尤其是注意力不集中）的DNA标记也可能是数学能力的候选风险因素，反之亦然。
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