Quantitative Genetics in the Era of Molecular Genetics: Learning Abilities and Disabilities as an Example

TY - JOUR

T1 - Quantitative Genetics in the Era of Molecular Genetics

T2 - Learning Abilities and Disabilities as an Example

AU - Haworth, Claire M. A.

AU - Plomin, Robert

PY - 2010/8

Y1 - 2010/8

N2 - Objective: To consider recent findings from quantitative genetic research in the context of molecular genetic research, especially genome-wide association studies. We focus on findings that go beyond merely estimating heritability We use learning abilities and disabilities as examples. Method: Recent twin research in the area of learning abilities and disabilities was reviewed Results: Three findings from quantitative genetic research stand out for their far-reaching implications for child and adolescent psychiatry First, common disorders such as learning difficulties are the quantitative extreme of the same genetic factors responsible for genetic influence throughout the normal distribution (the Common Disorders are Quantitative Traits Hypothesis) Second, the same set of genes is largely responsible for genetic influence across diverse learning and cognitive abilities and disabilities (the Generalist Genes Hypothesis). Third, experiences are just as influenced genetically as are behaviors and genetic factors mediate associations between widely used measures of the environment and behavioural outcomes (the Nature of Nurture Hypothesis) Conclusions: Quantitative genetics can go far beyond the rudimentary "how much" question about nature versus nurture, and can continue to provide important findings in the era of molecular genetics.

AB - Objective: To consider recent findings from quantitative genetic research in the context of molecular genetic research, especially genome-wide association studies. We focus on findings that go beyond merely estimating heritability We use learning abilities and disabilities as examples. Method: Recent twin research in the area of learning abilities and disabilities was reviewed Results: Three findings from quantitative genetic research stand out for their far-reaching implications for child and adolescent psychiatry First, common disorders such as learning difficulties are the quantitative extreme of the same genetic factors responsible for genetic influence throughout the normal distribution (the Common Disorders are Quantitative Traits Hypothesis) Second, the same set of genes is largely responsible for genetic influence across diverse learning and cognitive abilities and disabilities (the Generalist Genes Hypothesis). Third, experiences are just as influenced genetically as are behaviors and genetic factors mediate associations between widely used measures of the environment and behavioural outcomes (the Nature of Nurture Hypothesis) Conclusions: Quantitative genetics can go far beyond the rudimentary "how much" question about nature versus nurture, and can continue to provide important findings in the era of molecular genetics.

U2 - 10.1016/j.jaac.2010.01.026

DO - 10.1016/j.jaac.2010.01.026

M3 - Literature review

VL - 49

SP - 783

EP - 793

JO - Journal of the American Academy of Child and Adolescent Psychiatry

JF - Journal of the American Academy of Child and Adolescent Psychiatry

IS - 8

ER -