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A Within-subjects Experimental Protocol to Assess the Effects of Social Input on Infant EEG
Published on: May 3, 2017
Gene-by-preschool interaction on the development of early externalizing problems
Elliot M Tucker-Drob1, K Paige Harden
1Department of Psychology and Population Research Center, University of Texas at Austin, Austin, TX 78712-0187, USA. tuckerdrob@psy.utexas.edu
Summary
Preschool attendance shifts the origins of externalizing behavior problems from environmental to genetic influences by kindergarten age. This suggests preschool impacts how genes and environment shape behavior over time.
Area of Science:
- Developmental Psychology
- Behavioral Genetics
- Child Psychiatry
Background:
- Preschool introduces novel social experiences that may influence externalizing behavior problems during the transition to school.
- Early externalizing behaviors are a significant concern in developmental psychology and child psychiatry.
Purpose of the Study:
- To investigate whether genetic and environmental influences on externalizing behavior problems differ based on preschool attendance.
- To examine the longitudinal changes in the etiology of externalizing problems from age 4 to 5.
Main Methods:
- Longitudinal data from over 600 US twin pairs were analyzed.
- Twin study methodology was employed to differentiate genetic and environmental influences.
- Statistical analyses compared the etiology of externalizing problems in children with and without preschool experience.
Main Results:
- At age 4, preschool attendance did not affect the genetic and environmental etiology of externalizing problems.
- By age 5, significant differences emerged: children not attending preschool showed predominantly environmental influences (86%), while preschool attendees showed primarily genetic influences (67%).
- Sensitivity analyses confirmed these findings were not confounded by factors like early ability, socioeconomic status, or minority status.
Conclusions:
- Preschool enrollment is associated with a shift towards greater genetic influence and reduced shared environmental influence on externalizing behavior problems.
- These findings highlight the role of preschool experiences in modulating the developmental trajectory of behavior.
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