Psychometric Assessment/Twin Study

De Fries, John C.

Abstract

The long-range objectives of Research Project I are the identification, characterization, and validation of etiologically distinct subtypes or dimensions of learning disabilities. To accomplish these objectives, an extensive psychometric test battery will be administered to a unique sample of 50 pairs of identical twins and 50 pairs of fraternal twins in which at least one member of each pair has a significant difficulty in the acquisition and use of mathematics, to an independent sample of 50 pairs of identical twins and 50 pairs of fraternal twins in which at least one member of each pair is reading disabled, and to a comparison group of 50 pairs of identical twins and 50 pairs of fraternal twins with a school history of no significant difficulty in mathematics or reading. Resulting data will be used to cross validate measures from Research Projects II and III, assess the genetic and environmental etiologies of deficits in mathematics and reading, estimate the genetic correlation between mathematics and reading disabilities, test hypotheses of differential""""""""genetic etiology as a function of age, gender, and cognitive ability, test the hypothesis that the etiology of deviant scores differs from that of individual differences within the normal range, and assess the structures of genetic and environmental covariance matrices.

Funding Agency

• Agency: National Institute of Health (NIH)
• Institute: Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
• Type: Specialized Center (P50)
• Project #: 5P50HD027802-03
• Application #: 3779210
• Support Year: 3
• Fiscal Year: 1993

Institution

• Name: University of Colorado at Boulder
• City: Boulder
• State: CO
• Country: United States
• Zip Code: 80309

Publications

Ricker, Ashley A; Corley, Robin; DeFries, John C et al. (2018) Examining the influence of perceived stress on developmental change in memory and perceptual speed for adopted and nonadopted individuals. Dev Psychol 54:138-150

DeMille, Mellissa M C; Tang, Kevin; Mehta, Chintan M et al. (2018) Worldwide distribution of the DCDC2 READ1 regulatory element and its relationship with phoneme variation across languages. Proc Natl Acad Sci U S A 115:4951-4956

Wilkey, Eric D; Cutting, Laurie E; Price, Gavin R (2018) Neuroanatomical correlates of performance in a state-wide test of math achievement. Dev Sci 21:

Devanna, P; Chen, X S; Ho, J et al. (2018) Next-gen sequencing identifies non-coding variation disrupting miRNA-binding sites in neurological disorders. Mol Psychiatry 23:1375-1384

Frijters, Jan C; Tsujimoto, Kimberley C; Boada, Richard et al. (2018) Reading-Related Causal Attributions for Success and Failure: Dynamic Links With Reading Skill. Read Res Q 53:127-148

Peterson, Robin L; Arnett, Anne B; Pennington, Bruce F et al. (2018) Literacy acquisition influences children's rapid automatized naming. Dev Sci 21:e12589

Becker, Stephen P; Willcutt, Erik G (2018) Advancing the study of sluggish cognitive tempo via DSM, RDoC, and hierarchical models of psychopathology. Eur Child Adolesc Psychiatry :

Becker, Stephen P; Burns, G Leonard; Leopold, Daniel R et al. (2018) Differential impact of trait sluggish cognitive tempo and ADHD inattention in early childhood on adolescent functioning. J Child Psychol Psychiatry 59:1094-1104

McGrath, Lauren M (2018) Two GWASs Are Better Than One: Enhancing Genetic Discovery for Developmental Phenotypes. J Am Acad Child Adolesc Psychiatry 57:77-79

Leopold, Daniel R; Christopher, Micaela E; Olson, Richard K et al. (2018) Invariance of ADHD Symptoms Across Sex and Age: a Latent Analysis of ADHD and Impairment Ratings from Early Childhood into Adolescence. J Abnorm Child Psychol :