Handedness refers to a consistent asymmetry in skill or preferential use between the hands and is related to lateralization within the brain of other functions such as language. Previous twin studies of handedness have yielded inconsistent results resulting from a general lack of statistical power to find significant effects. Here we present analyses from a large international collaborative study of handedness (assessed by writing/drawing or self report) in Australian and Dutch twins and their siblings (54,270 individuals from 25,732 families). Maximum likelihood analyses incorporating the effects of known covariates (sex, year of birth and birth weight) revealed no evidence of hormonal transfer, mirror imaging or twin specific effects. There were also no differences in prevalence between zygosity groups or between twins and their singleton siblings. Consistent with previous meta-analyses, additive genetic effects accounted for about a quarter (24.64%) of the variance (95% CI 20.17, 27.09%) with the remainder accounted for by non-shared environmental influences. The implications of these findings for handedness both as a primary phenotype and as a covariate in linkage and association analyses are discussed.

The n-back task was hypothesized to be a dual task, permitting the imposition of parametrically increasing attentional and working memory demands, while keeping constant the demands of an embedded matching subtask. Visual targets were presented for 200 ms every 2.2 s at pseudorandomly varying positions on a computer screen. Participants were required to remember the most recent 0, 1, 2, or 3 positions and responded with a choice button push to whether the current target position matched the position presented n items previously. P300 peak latency was constant across n-back tasks, reflecting constant perceptual and cognitive demands of the matching subtask. P300 peak amplitude decreased with increasing memory load, reflecting reallocation of attention and processing capacity away from the matching subtask to working memory activity. These data support a dual-task nature of the n-back, which should be considered when employing this paradigm.

This study reports Auditory Verbal Learning Test (AVLT) data for 153 adults in age groups spanning seven decades, with approximately equal numbers of males and females and matched for intelligence, education, and occupation. Overall performance deteriorated with increased age, females performing better than males. Older subjects recalled fewer words, were more susceptible to information overload during input, showed diminished retrieval efficiency, and had a decline in memory for the source of items. In contrast, rate of learning, forgetting over 20-min, monitoring of recall, and interference effects remained stable across the age range.

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