Generalist genes and cognitive neuroscience

Butcher, Lee M.; Kennedy, Joanna K. J.; Plomin, Robert

doi:10.1016/j.conb.2006.03.004

Cited by 35 publications

(34 citation statements)

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“…Therefore, we suggest that molecular gene mapping and brain imaging studies need to take a multivariate and whole-brain approach (Butcher, Kennedy, & Plomin, 2006;Toga & Thompson, 2005). Too often such research is limited to specific disorders or univariate phenotypes.…”

Section: Discussionmentioning

confidence: 97%

“…This approach has been common in the past, but the ABD model would suggest expanding the assessment into realms other than verbal skills. Interestingly, when other, even nonlanguage areas of the RD brain are examined, they are often found to be atypical as well and multivariate behavioral genetic research suggests that many specific cognitive traits have genes in common (Butcher et al, 2006;Light, DeFries, & Olson, 1998;Mody, 2004). The call for a broader approach is important, as is the recognition that the search for the genes that influence learning abilities, disabilities, or specific cognitive processes is really a search for the genes that determine atypical brain development or population variance for neuronal structures (Gilger, 1995;Jones & Murray, 1991).…”

Section: Applications and Implications Of The Abd Conceptmentioning

confidence: 97%

“…This fact reminds us that when we are looking for genes that have affected brain structure to put a person "at risk" for RD or gifts we may be looking for genes that are no longer active (Craggs et al, 2006;Gilger, 1995;see Note 5). Genetic effects at this basic level of neurodevelopment may account for the relatively high degree of stability across time for reading deficits and related research that shows that much of this behavioral stability is due to genetics (Butcher et al, 2006;Wadsworth, Corley, Plomin, Hewitt, & DeFries, 2006).…”

Section: Developmental Models Are Importantmentioning

confidence: 97%

“…Indeed, psychometric (e.g., multivariate factor analytic studies), genetic, and neurological research support at least some degree of nonindependence, often showing correlated cognitive abilities or cognitive factors, overlapping or multiple neurological substrates, and shared genes for phenotypes, brain morphology, and brain function (e.g., Bartley et al, 1997;Butcher et al, 2006;DeFries & Alarcon, 1996;LaBuda, DeFries, & Fulker, 1987;Olson, Foresberg, & Wise, 1994;Ramus, 2001Ramus, , 2004bRice & Brooks, 2004;Simonton, 2005;Sonuga-Barke, 2003;Thompson et al, 2001Thompson et al, , 2002Voeller, 1999;Willcut et al, 2002;Wood & Flowers, 1999). Therefore, when an individual exhibits characteristics of dyslexia, memory problems, motor skills deficits, or gifts, it seems an open question as to whether that child is displaying comorbid unitary abilities and disabilities or variable manifestations of one underlying impairment, several underlying impairments, or etiologic substrates that may or may not be independent .…”

Section: Abd Conceptualization For Rd and The Twice Exceptionalmentioning

confidence: 98%

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Neurodevelopmental Variation as a Framework for Thinking About the Twice Exceptional

Gilger¹,

Hynd²

2008

Roeper Review

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Developmental exceptionalities span the range of learning abilities and encompass children with both learning disorders and learning gifts. The purpose of this article is to stimulate thinking about these exceptionalities, particularly the complexities and variations within and across people. Investigators tend to view learning disabilities or abilities, and gifts or high-end exceptionalities, as if they were necessarily and completely independent. This approach has led many in the field to look upon only limited aspects of the exceptional child, culminating in an inability to resolve the great variation and covariation that exists within and across children. Although there are a number of cognitive differences models that correctly advocate for an appreciation of profiles of strengths and weaknesses in the exceptional child, there remains a need for a neuroscientific approach that can help us better understand and accommodate the twice-exceptional individual-one with developmental disorders but also with high skills in the talent, creativity, or intellectual domains. We propose a model that will help us to fully appreciate that the brain that produces developmental learning abilities across the spectrum must be viewed as an integrated and multifaceted organ that is more than a simple reflection of its separate parts or domain-specific symptoms. We use developmental reading disability or dyslexia and the twice-exceptional individual as a means to illustrate how this model can aid in our thinking about these conditions. At times it seems as if those of us in the general field of child development and developmental disorders are like blind men looking at elephants: we are ostensibly studying the same pachyderm yet we often come up with quite different impressions or highlight quite disparate facets. Indeed, the study of the "exceptional child" is very broad in scope and diverse in disciplines, and exceptionalities can bridge both ends of the ability continuum. Because of this there has been an abundance of intellectual creativity and fine science, but unfortunately there has also been a lack of cohesion.The purpose of this article is to stimulate some thinking about these exceptionalities, particularly the complexities and variations within and across people. The model we present is in reaction to a long-standing predilection in the field to talk of learning disabilities (LD) or abilities, and gifts or high-end exceptionalities, as if they were completely phenotypically, etiologically, and statistically independent. Traditional approaches have, over the years, led many "blind men" to look upon only limited aspects of the exceptional animal, culminating in an inability to resolve the great variation that exists or explain the larger beast in its entirety. Although there are a number of cognitive differences models that correctly advocate for an appreciation of profiles of strengths and weaknesses in exceptional children (see multiple intelligences or other approaches summarized in Gardner, 1999;Levine, 1992;Sternber...

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Section: Discussionmentioning

confidence: 97%

Section: Applications and Implications Of The Abd Conceptmentioning

confidence: 97%

Section: Developmental Models Are Importantmentioning

confidence: 97%

Section: Abd Conceptualization For Rd and The Twice Exceptionalmentioning

confidence: 98%

See 2 more Smart Citations

Neurodevelopmental Variation as a Framework for Thinking About the Twice Exceptional

Gilger¹,

Hynd²

2008

Roeper Review

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“…To say that genes are causal is not equivalent, however, to specifying which gene or set of genes is associated with and causal in a particular phenotypic expression or, for that matter, to specifying the mechanism by which associated genes might influence a particular phenotype. Gottesman and Gould (2003) suggested that the number of genes involved in a phenotype is directly related to both the complexity of the phenotype and the difficulty of genetic analysis (see also Butcher, Kennedy, & Plomin, 2006).…”

Section: Mapping Across Levels Of Organizationmentioning

confidence: 99%

Integrative Neuroscience for the Behavioral Sciences: Implications for Inductive Inference

Cacioppo

Berntson

2009

Handbook of Neuroscience for the Behavioral Sciences

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Higher-Order Genetic and Environmental Structure of Prevalent Forms of Child and Adolescent Psychopathology

Lahey

Hulle

Singh

et al. 2011

Arch Gen Psychiatry

309

348

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Context It is necessary to understand the etiologic structure of child and adolescent psychopathology to advance theory and guide future research. Objective To test alternative models of the higher-order structure of etiologic influences on 11 dimensions of child and adolescent psychopathology using confirmatory factor analyses of genetic and environmental covariances. Design Representative sample of twins. Participants 1,571 pairs of 9-17 year old twins. Setting Home interviews. Main Outcome Measures Structured assessments of psychopathology using adult caregivers and youth as informants. Results The best-fitting genetic model revealed that most genetic factors nonspecifically influence risk for either all 11 symptom dimensions or for dimensions of psychopathology within one of two broad domains. With some notable exceptions, dimension-specific genetic influences accounted for modest amounts of variance. Conclusions To inform theory and guide molecular genetic studies, an etiologic model is offered in which three patterns of pleiotropy are hypothesized to be the principal modes of genetic risk transmission for common forms of child and adolescent psychopathology. Some common environmental influences were found, but consistent with a “generalist genes, specialist environments” model, there was little sharing of environmental influences. This implies that prevalent dimensions of child and adolescent psychopathology mostly share their genetic liabilities but are differentiated by nonshared experiences.

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Generalist genes and cognitive neuroscience

Cited by 35 publications

References 36 publications

Neurodevelopmental Variation as a Framework for Thinking About the Twice Exceptional

Neurodevelopmental Variation as a Framework for Thinking About the Twice Exceptional

Integrative Neuroscience for the Behavioral Sciences: Implications for Inductive Inference

Higher-Order Genetic and Environmental Structure of Prevalent Forms of Child and Adolescent Psychopathology

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