von Stumm, Sophie orcid.org/0000-0002-0447-5471 and Nancarrow, Allie F. (2024) New methods, persistent issues, and one solution:Gene-environment interaction studies of childhood cognitive development. Intelligence. 101834. ISSN 0160-2896
Abstract
Children's differences in cognitive development stem from the complex interplay of genetic and environmental factors. Identifying gene-environment interactions in cognitive development is key for effectively targeting interventions that improve children's life chances. The advent of polygenic scores, which aggregate DNA variants to index a person's genetic propensities for phenotypic development, has created unprecedented opportunities for pinpointing gene-environment interactions. Yet, the issue of statistical power – the probability of detecting a true effect – prevails, and no replicable gene-environment interactions in child cognitive development have been reported. In this review article, we recapitulate three approaches to studying gene-environment interactions, including twin studies, candidate gene models, and polygenic score methods. We then discuss the issue of statistical power in gene-environment interaction research and conclude that larger samples are key to ushering a new era of replicable gene-environment interaction findings.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2024 The Authors |
Keywords: | Cognitive development,Effect size,Gene-environment interaction,Sample size,Statistical power |
Dates: |
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Institution: | The University of York |
Academic Units: | The University of York > Faculty of Social Sciences (York) > Education (York) |
Depositing User: | Pure (York) |
Date Deposited: | 20 Sep 2024 15:00 |
Last Modified: | 24 Oct 2024 00:22 |
Published Version: | https://doi.org/10.1016/j.intell.2024.101834 |
Status: | Published |
Refereed: | Yes |
Identification Number: | 10.1016/j.intell.2024.101834 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:217472 |
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