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Etiological Distinctions between Aggressive and Non-Aggressive Antisocial Behavior: Results from a Nuclear Twin Family Model
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Burt, S. Alexandra; Klump, Kelly L. – Journal of Abnormal Child Psychology, 2012
A recent meta-analysis of 103 studies Burt ("Clinical Psychology Review," 29:163-178, 2009a) highlighted the presence of etiological distinctions between aggressive (AGG) and non-aggressive rule-breaking (RB) dimensions of antisocial behavior, such that AGG was more heritable than was RB, whereas RB was more influenced by the shared…
Descriptors: Twins, Antisocial Behavior, Genetics, Clinical Psychology
Changing Concepts and Findings on Autism
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Rutter, Michael – Journal of Autism and Developmental Disorders, 2013
New research findings provide major challenges regarding our understanding of the concept of autism. These are critically discussed in relation to research relevant to classification, genetics, environmental risk factors, gene-environment interplay, animal models, biomarkers, clinical features, neuropathology, pharmacotherapy, behavioral…
Descriptors: Autism, Concept Formation, Concept Teaching, Evidence
Dopamine Transporter Genotype Predicts Attentional Asymmetry in Healthy Adults
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Newman, Daniel P.; O'Connell, Redmond G.; Nathan, Pradeep J.; Bellgrove, Mark A. – Neuropsychologia, 2012
A number of recent studies suggest that DNA variation in the dopamine transporter gene (DAT1) influences spatial attention asymmetry in clinical populations such as ADHD, but confirmation in non-clinical samples is required. Since non-spatial factors such as attentional load have been shown to influence spatial biases in clinical conditions, here…
Descriptors: Evidence, Genetics, Attention Deficit Disorders, Spatial Ability
Putting the Mind in the Brain: Promoting an Appreciation of the Biological Basis to Understanding Human Behavior
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Neumann, David L. – College Student Journal, 2010
A surprising number of students in psychology, behavioral science, and related social science classes fail to appreciate the importance of biological mechanisms to understanding behavior. To help teachers promote this understanding, this paper outlines six sources of evidence. These are (a) phylogenetic, (b) genetic/developmental, (c) clinical,…
Descriptors: Social Sciences, Brain, Psychology, Biology
The Course and Outcome of Psychiatric Illness in People with Prader-Willi Syndrome: Implications for Management and Treatment
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Soni, S.; Whittington, J.; Holland, A. J.; Webb, T.; Maina, E.; Boer, H.; Clarke, D. – Journal of Intellectual Disability Research, 2007
Background: This study is part of a larger UK-wide study investigating psychiatric illness in people with Prader-Willi syndrome (PWS), and describes the longitudinal aspect of psychiatric illness, in particular psychotic illness, and examines the use and role of psychotropic medication. Method: A total of 119 individuals with genetically confirmed…
Descriptors: Measures (Individuals), Psychopathology, Phenomenology, Genetics
Practitioner Review: Early Adversity and Developmental Disorders
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Taylor, Eric; Rogers, Jody Warner – Journal of Child Psychology and Psychiatry, 2005
Background: Knowledge of genetic influences, on developmental disorders such as autism spectrum, attention deficit/hyperactivity disorder and learning disabilities, has increased the opportunities for understanding the influences of the early environment. Methods: This paper provides a selective, narrative review for clinicians of the effects of…
Descriptors: Attention Deficit Hyperactivity Disorder, Investigations, Autism, Learning Disabilities