USING GENETICS TO UNDERSTAND ENVIRONMENTAL INFLUENCES Jenae M. Neiderhiser Department of Psychology...
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Transcript of USING GENETICS TO UNDERSTAND ENVIRONMENTAL INFLUENCES Jenae M. Neiderhiser Department of Psychology...
USING GENETICS TO UNDERSTAND ENVIRONMENTAL
INFLUENCES
Jenae M. Neiderhiser
Department of PsychologyThe Pennsylvania State University
Conference on Genetics and BehaviorHCEO, University of Chicago. April 18-19, 2014
Genotype-environment correlation
Passive: parents & children share genes & share environments
Evocative: the environment (or people in it) respond to genetically influenced characteristics of individuals
Active: individuals seek out environments correlated with their genotype
Mechanisms of Parenting
Parenting behavior
Parent’s characteristics
Contextual factors
Child’s characteristics
Passive GE Correlation
Evocative GE Correlation
Gp Gc
Mechanisms of Parenting
Parenting behavior
Parent’s personality
Contextual factors
Child’s characteristics
Evocative GE Correlation
Gp
Gc
Partner relationships
Social support
Psychopathology
Children Of Twins Design (conceptual)
Twin 1 (Parent)
Twin 2 (Parent)
1.0 MZ; .5 DZ
Child 1 Child 2
.25 MZ parents; .125 DZ parents
.5
.5
Spouse 1 (Parent)
.5
Spouse 2 (Parent)
.5
.5 MZ parents; .25 DZ parents
0.5
a1
n
0.5
a1e1 e1
nmm
c2 a2
a1’
e2
a1’
e2a2 c2
0.5 / 0.125
1.0 / 0.5
A1 E1 E1 A1
ParentingTwin 1
ParentingTwin 2
Child adjChild 1
Child adjChild 2
a1’
a2 c2 e2 e2 c2 a2
a1’
TOSS
a1
n
0.5
a1e1 e1
nmm
c2 a2
a1’
e2
a1’
e2a2 c2
1.0 / 0.5
1.0
A1 E1 E1 A1
Parentingon Twin 1
Parentingon Twin 2
Child adjTwin 1
Child adjTwin 2
a1’
a2 c2 e2 e2 c2 a2
a1’
TCHAD
1.0
1.0
0.5
C1 C1
c1 c1
1.0C1 C1
c1 c1
1.0
0.5
a1
n
0.5
a1e1 e1
nmm
c2 a2
a1’
e2
a1’
e2a2 c2
0.5 / 0.125
1.0 / 0.5
A1 E1 E1 A1
ParentingTwin 1
ParentingTwin 2
Child adjChild 1
Child adjChild 2
a1’
a2 c2 e2 e2 c2 a2
a1’
TOSS
a1
n
0.5
a1e1 e1
nmm
c2 a2
a1’
e2
a1’
e2a2 c2
1.0 / 0.5
1.0
A1 E1 E1 A1
Parentingon Twin 1
Parentingon Twin 2
Child adjTwin 1
Child adjTwin 2
a1’
a2 c2 e2 e2 c2 a2
a1’
TCHAD
1.0
1.0
0.5
C1 C1
c1 c1
1.0C1 C1
c1 c1
1.0
Twin Parents sample Twin Children sample
Narusyte et al 2008: Mother reports of maternal overinvolvement &
adolescent internalizing problems Significant EVOCATIVE rGE
Findings from ECoT
Narusyte et al 2011: – Parental criticism and adolescent
externalizing problems– evocative GE correlation for mothers– Direct environmental influences only
for fathers
Marceau et al 2014: – Parental negativity and adolescent
externalizing problems– Evocative rGE for mothers & fathers
Marceau et al under review: – Parental monitoring and adolescent
externalizing problems– No rGE – direct enviornmental
influencesHorwitz et al under review:
– Parental criticism and adolescent somatic symptoms
– direct enviornmental influences
Parenting Twin 1
Parenting Twin 2
Parenting Twin 1
Parenting Twin 2
Child Beh Twin
1
Child Beh Twin
1
Child Beh Twin
2
Child Beh Twin
2
Time 1 Time 2
A1 A1
A2 A2
C1 C1C1 C1
C2 C2 C2C2 A2A2E2 E2 E2 E2
E1 E1 E1 E1A1 A1
A1’ A1’ A1’ A1’
Longitudinal Extended Children of Twins
Time 1 Time 2
Parenting Time 1
Child Beh Time 1
A1
A2
C1
C2 E2
E1
A1’
Parenting Time 2
Child Beh Time 2
C1
C2E2 A2
A1E1
A1’
Cross-Lagged Extended Children of Twins
Prenatalinfluences Child
BiologicalMother
BiologicalFather
Genetic influences
Shared environmental influences
Biological Parent-Child Designs
Prenatalinfluences Child
BiologicalMother
BiologicalFather
AdoptiveMother
AdoptiveFather
Genetic influences
Shared environmental influences
Adoptive Parent-Child Designs
Evocative rGE and Peers
Birth Mother Underarousal
ToddlerInattention
Mother-ChHostility Preschool
Disruptive PeerBehavior (Mom)
Preschool Disruptive PeerBehavior (Dad)
.39***
.17**
.26***
.14*.17**.28***
.29***
.15*
.12*
Father-ChHostility
Significant indirect effects:1. Birth mother underarousal toddler inattention mother-to-child hostility (β =.04)2. Birth mother underarousal toddler inattention father-to-child hostility (β =.04)3. Toddler inattention mother-to-child hostility disruptive peer behavior (β =.05)4. Toddler inattention father-to-child hostility disruptive peer behavior (β =.08)
χ2 (2) = .156, RMSEA =.00
(Elam et al., 2014)
Conclusions
Genetically informed studies need to include detailed measurement of family environment Including prenatal environment
Children influence the environments they experience via (in part) their genes
Parents’ genes also influence the environments they provide
Using a variety of genetically informed designs allows mechanisms/processes to be clarified