Prediction of depressive symptoms in young adults by polygenic score and childhood maltreatment: Results from a population-based birth cohort.

Childhood maltreatment is linked with later depressive symptoms, but not every maltreated child will experience symptoms later in life. Therefore, we investigate whether genetic predisposition for depression (i.e.

Intergenerational transmission of genetic risk for hyperactivity and inattention. Direct genetic transmission or genetic nurture?

Background: Hyperactivity and inattention, the symptoms of ADHD, are marked by high levels of heritability and intergenerational transmission. Two distinct pathways of genetic intergenerational transmission are distinguished: direct genetic transmission when parental genetic variants are passed to the child's genome and genetic nurture when the parental genetic background contributes to the child's outcomes through rearing environment. This study assessed genetic contributions to hyperactivity and inattention in childhood through these transmission pathways.

Reciprocal Effects Between Negative Parenting and Children's Callous-Unemotional Traits From Mid to Late Childhood.

Objective: The role of negative parenting in the development of callous-unemotional (CU) traits remains unclear. Both negative parenting and CU traits are influenced by genetic and environmental factors. The authors used genetically informed longitudinal cross-lagged models to examine the extent to which reciprocal effects between negative parenting and children's CU traits in mid-to-late childhood are genetic versus environmental in origin.

The Place of Gender Stereotypes in the Network of Cognitive Abilities, Self-Perceived Ability and Intrinsic Value of School in School Children Depending on Sex and Preferences in STEM.

Adolescents face many barriers on the path towards a STEM profession, especially girls. We examine the gender stereotypes, cognitive abilities, self-perceived ability and intrinsic values of 546 Russian school children from 12 to 17 years old by sex and STEM preferences. In our sample, STEM students compared to no-STEM have higher cognitive abilities, intrinsic motivation towards math and science, are more confident in their math abilities and perceive math as being easier.

Reading self-perceived ability, enjoyment and achievement: A genetically informative study of their reciprocal links over time.

Extant literature has established a consistent association between aspects of reading motivation, such as enjoyment and self-perceived ability, and reading achievement, in that more motivated readers are generally more skilled readers. However, the developmental etiology of this relation is yet to be investigated. The present study explores the development of the motivation-achievement association and its genetic and environmental underpinnings.

THE CORRELATION BETWEEN g LOADINGS AND HERITABILITY IN RUSSIA.

The study focused on the extent to which the general factor of intelligence g and heritability coefficients of the subtests of an IQ battery correlate. Modest to strong positive correlations were found in five studies from Western countries and six studies from a Japanese meta-analysis. The results for Russian twins were compared with those of the Western and Japanese studies.

Literacy and numeracy are more heritable than intelligence in primary school.

Because literacy and numeracy are the focus of teaching in schools, whereas general cognitive ability (g, intelligence) is not, it would be reasonable to expect that literacy and numeracy are less heritable than g. Here, we directly compare heritabilities of multiple measures of literacy, numeracy, and g in a United Kingdom sample of 7,500 pairs of twins assessed longitudinally at ages 7, 9, and 12. We show that differences between children are significantly and substantially more heritable for literacy and numeracy than for g at ages 7 and 9, but not 12.