Genetics of Mathematical Cognition and Disabilities

数学认知和残疾的遗传学

• 批准号: 7994823
• 负责人: STEPHEN A. PETRILL
• 金额: $ 46.84万
• 依托单位: OHIO STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-01-01 至 2012-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7994823
• 关键词: Accounting; Address; Adolescence; Affect; Age; Award; Behavioral Genetics; Child; Childhood; Cognition; Cognitive; Complex; Data; Development; Disease; Educational Curriculum; Environment; Etiology; Exhibits; Fostering; Funding; Genes; Genetic; Genetic Risk; Goals; Home environment; Impairment; Incidence; Individual; Internet; Language; Learning; Learning Disabilities; Link; Literature; Math disability; Mathematics; Measures; Mediating; Modeling; National Institute of Child Health and Human Development; Outcome; Performance; Prevalence; Problem Solving; Problem behavior; Process; Process Measure; Psychometrics; Quantitative Genetics; Reading; Recruitment Activity; Relative (related person); Research; Sample Size; Sampling; Short-Term Memory; System; Time; Twin Multiple Birth; Twin Studies; Work; Workplace; base; cost; design; disability; experience; genetic analysis; genome wide association study; indexing; innovation; insight; meetings; prevent; processing speed; programs; response; sex; skills; teacher

DESCRIPTION (provided by applicant): As noted in RFA HD-07-005, the extent to which mathematics difficulties are attributable to deficits in domain-general cognitive mechanisms and/or impairments in math-specific processes involving numerical processing is a matter of considerable debate as is the definition of math disability. The goal of the proposed study is to bring a quantitative genetic perspective to both issues, building on an ongoing systematic behavioral genetic examination of psychometric math skills (HD046167, funded via RFA HD-02-031), the only effort of its kind in the literature. These efforts have been based on two complementary samples of twins, one in the U.S. and the other in the U.K. The U.S. sample includes 500 same-sex pairs of unselected twins who were previously recruited as part of an NICHD-funded study of reading and related cognitive skills (HD38075). As part of HD-02-031, these children were assessed in their homes at 8.5 years on psychometric mathematics skills, spatial skills, and reading skills. The U.K. sample includes 7500 pairs of unselected twins participating in an MRC-funded study of learning disabilities and behavior problems (G0500079). As part of HD-02-031, 2665 pairs of twins have been assessed at age 10 using web- and teacher-based measures of mathematics and reading. Using both samples, the PIs propose to conduct the first quantitative genetic examination of domain-general and math-specific cognitive skills underpinning psychometric math ability and disability. Given their preliminary data, the PIs predict that domain general measures will account for genetic and shared environmental influences on mathematics that overlap with reading outcomes. They also predict that measures of numerical processing will reflect independent genetic and environmental influences on math outcomes above and beyond that explained by general cognitive ability, reading ability, and domain-general skills such as working memory. The proposed study will also provide a unique opportunity to examine the core cognitive mechanisms of math across multiple definitions of disability within the context of a genetically sensitive design. Furthermore, because this proposal is embedded in an ongoing program of research, data emanating from this proposal can be put into the context of previously (and separately) funded longitudinal genetic studies of reading and psychometric math ability and disability. The proposed research is innovative in that it will move beyond estimating genetic and environmental influences on psychometric measures of mathematic ability to understanding how genes and environments influence the fundamental cognitive skills underpinning mathematic ability and disability in the context of reading skills during middle childhood and adolescence. Developing a model of how genes and environments work together to affect the development of math ability and disability has important implications on how to foster math development as well as to detect, ameliorate and prevent math difficulties.

描述（由申请人提供）：如RFA HD-07-005中所述，数学困难的程度归因于域中总认知机制的缺陷和数学处理中数值处理中的数学处理过程中的缺陷和/或/或损害，这是对数学上差异的定义，这是相当大的辩论。拟议的研究的目的是为这两个问题带来定量的遗传学观点，这是基于对心理学数学技能的持续系统行为遗传检查（HD046167（通过RFA HD-02-02-031）资助的，这是文献中唯一的努力。这些努力是基于两种互补的双胞胎样本，一个在美国，另一个在英国。美国样本包括500对同性的未选择双胞胎，这些双胞胎以前是作为NICHD资助的阅读和相关认知技能研究的一部分（HD38075）。作为HD-02-031的一部分，这些孩子在他们的房屋中以8。5年的心理计量学数学技能，空间技能和阅读技能进行了评估。英国样本包括7500对未选择的双胞胎，参加了MRC资助的学习障碍和行为问题研究（G0500079）。作为HD-02-031的一部分，使用基于Web和教师的数学和阅读量度，在10岁时评估了2665对双胞胎。 使用两个样本，PIS提议对领域和数学特异性认知技能进行首次定量遗传检查，这是心理计量学数学能力和残疾。鉴于他们的初步数据，PI预测，领域一般措施将考虑到与阅读结果重叠的数学的遗传和共同的环境影响。他们还预测，数值处理的衡量标准将反映出对超越的数学成果的独立遗传和环境影响，而这是由一般认知能力，阅读能力和领域的通用技能（如工作记忆）所解释的。拟议的研究还将提供一个独特的机会，以在遗传敏感设计的背景下检查多个残疾的多个残疾定义的数学的核心认知机制。此外，由于该提案嵌入了正在进行的研究计划中，因此可以将该提案从该提案中发出的数据纳入先前（和分别）资助的阅读和心理计量学数学能力和残疾的纵向遗传研究的背景下。 拟议的研究具有创新性，因为它将超越估计遗传和环境对数学能力的心理测量方法的影响，以了解基因和环境如何影响基本的认知能力，而这些认知能力是在儿童期和青少年期间阅读技能的背景下，基于数学能力和残疾的基本认知能力。开发一个模型，即基因和环境如何共同影响数学能力和残疾的发展具有重要的意义，以促进数学发展以及检测，改善和防止数学困难。