Background: Dopaminergic neurotransmission is implicated in externalizing behavior problems, such as aggression and hyperactivity. Externalizing behavior is known to be negatively associated with cognitive ability. Activation of dopamine D4 receptors appears to inhibit the functioning of the prefrontal cortex, a brain region implicated in cognitive ability. The 7-repeat allele of the dopamine D4 receptor gene produces less efficient receptors, relative to other alleles, and this may alter the effects of dopamine on cognitive function.
Objective: To examine the influence of a polymorphism in the third exon of the dopamine D4 receptor gene on the association between externalizing behavior and IQ.
Design: In 1 community sample and 2 clinical samples, the presence or absence of the 7-repeat allele was examined as a moderator of the association between externalizing behavior and IQ; the strength of this effect across samples was estimated meta-analytically.
Patients: Eighty-seven boys from a longitudinal community study, 48 boys referred clinically for aggression, and 42 adult males diagnosed with attention-deficit/hyperactivity disorder.
Main Outcome Measures: IQ scores and observer ratings of externalizing behavior were taken from existing data sets.
Results: Among individuals lacking the 7-repeat allele, externalizing behavior was negatively correlated with IQ (mean r = -0.43; P<.001). Among individuals having at least 1 copy of the 7-repeat allele, externalizing behavior and IQ were uncorrelated (mean r = 0.02; P = .45). The difference between these correlations was significant (z = -2.99; P<.01).
Conclusions: Allelic variation of the dopamine D4 receptor gene appears to be a genetic factor moderating the association between externalizing behavior and cognitive ability. This finding may help to elucidate the adaptive value of the 7-repeat allele.
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http://dx.doi.org/10.1001/archpsyc.63.12.1410 | DOI Listing |
J Affect Disord
January 2025
Brain & Mind Research, Clinical Sciences Theme, Murdoch Children's Research Institute, Melbourne, Australia; School of Psychology, Deakin University, Geelong, Victoria, Australia; Department of Paediatrics, University of Melbourne, Melbourne, Australia; Psychology Service, Royal Children's Hospital, Melbourne, Australia.
Background And Objectives: Despite a well-documented association between childhood traumatic brain injury and elevated risk for internalizing and externalizing behavior problems, the mechanisms through which family functioning contributes to individual variation in these behavioral outcomes remains poorly understood. This prospective cohort study aimed to assess the respective contribution of family functioning and child emotion regulation (ER) to post-injury behavior problems at 1-year follow-up, with a specific focus on evaluating the role of emotional dysregulation in mediating the effects of familial affective responsiveness and communication on child behavioral outcomes.
Method: The study included 129 participants, comprising 86 children with medically confirmed mild-to-severe TBI, identified from consecutive hospital admissions, and 43 typically developing (TD) control children, of similar age and sex.
Infant Behav Dev
January 2025
Syracuse University, Syracuse, NY, United States.
The establishment of early bedtime routine is essential for children's emotion and behavioral outcomes. Less is known, however, about the longitudinal effects and mechanisms predicting behavioral outcomes through early bedtime routine and emotion regulation in school-age children from low-income families. Thus, the present study examined emotion regulation at age three as a potential mediator in the longitudinal links between early bedtime routine and behavioral outcomes among racially diverse school age children from low-income families.
View Article and Find Full Text PDFRes Dev Disabil
January 2025
Child and Adolescent Neuropsychiatry Unit, Bambino Gesù Children's Hospital (IRCCS), Rome 00146, Italy. Electronic address:
Atypical executive functions (EFs) are well-documented in individuals with autism spectrum disorders (ASD) across all ages. However, most research focuses on EFs impairments in school-aged children and older, with less attention to preschool children. Understanding EF deficits in this age group is challenging and underexplored due to limited studies and measurement difficulties.
View Article and Find Full Text PDFDev Psychopathol
January 2025
College of Education and Human Development, Texas A&M University, College Station, USA.
The development of inhibitory control (IC) and working memory (WM) in preschool is linked to a multitude of cognitive, emotional, and social outcomes, including elementary school adjustment. Furthermore, there are both cognitive and socioemotional domains of IC and it is unclear if both are related to these outcomes in the same manner. Using a family study design, the present investigation examined preschoolers' IC, WM and externalizing behavior problems, maternal depression and anxiety measured when the children were in preschool, and elementary school externalizing behaviors and child and family functioning.
View Article and Find Full Text PDFJ Fam Psychol
January 2025
Faculty of Psychology, Institute of Clinical Psychology and Psychotherapy, Technische Universitat Dresden.
Maternal prenatal depressive symptoms (PD symptoms) pose a risk factor for child adjustment difficulties (CAD), defined as internalizing and externalizing symptoms. This study examined the underlying mechanisms of the link between PD symptoms and CAD in a longitudinal study. Longitudinal data from pregnancy to age 3, encompassing four assessment points, were analyzed for = 582 mothers participating in the German family panel .
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