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Phenotypic and Genetic Associations Between Preschool Fine Motor Skills and Later Neurodevelopment, Psychopathology,
Aislinn Bowler1, Tomoki Arichi2, Pasco Fearon3
1Centre for Brain and Cognitive Development, Birkbeck, University of London, London, United Kingdom.
Insights
Fine motor skills in early childhood are linked to later neurodevelopmental traits, psychopathology, and educational success. Genetic factors influence these associations, highlighting the importance of early motor development.
Area of Science:
- Developmental Psychology
- Behavioral Genetics
- Neuroscience
Background:
- Fine motor skills are crucial developmental milestones with potential links to neurodevelopmental conditions and academic outcomes.
- Heritability of fine motor skills suggests a genetic component influencing their development.
Purpose of the Study:
- To investigate the phenotypic and genetic associations between early fine motor skills and later neurodevelopmental traits, psychopathology, and educational outcomes.
- To examine the role of polygenic scores (PGSs) for various neurodevelopmental and psychiatric conditions in relation to fine motor skills.
Main Methods:
- A large cohort of 9625 preschool children (TEDS study) underwent fine motor assessments at ages 2, 3, and 4.
- Multivariate regression analyses were used to link cross-age fine motor scores with outcomes at ages 7-8, 12, and 16.
- Polygenic scores for ADHD, autism, schizophrenia, anxiety, depression, OCD, and years of education were created and analyzed.
Main Results:
- Fine motor skills showed negative associations with neurodevelopmental traits and psychopathology and positive associations with educational achievement.
- Superior fine motor skills were linked to higher years of education PGS, lower ADHD PGS, and higher anxiety PGS.
- A multi-PGS model confirmed associations with years of education, ADHD, and anxiety PGS.
Conclusions:
- Fine motor skills are genetically and phenotypically connected to later neurodevelopment, psychopathology, and educational trajectories.
- These findings underscore the significance of early fine motor development for long-term outcomes.
- Further research is needed to elucidate the underlying mechanisms connecting fine motor development to later life outcomes.
Background:
Fine motor skills are heritable and comprise important milestones in development, and some evidence suggests that impairments in fine motor skills are associated with neurodevelopmental conditions, psychiatric disorders, and poor educational outcomes.
Methods:
In a preregistered study of 9625 preschool children from TEDS (Twins Early Development Study), fine motor assessments (drawing, block building, folding, and questionnaires) were conducted at 2, 3, and 4 years of age. A cross-age fine motor score was derived using principal component analysis. Multivariate regression analysis was used to examine the relationships between the fine motor score and neurodevelopmental traits, psychopathology, and educational outcomes at 3 later ages (7-8, 12, and 16 years) and cross-age psychopathology composite scores. Polygenic scores (PGSs) were created for attention-deficit/hyperactivity disorder (ADHD), autism, schizophrenia, anxiety, major depressive disorder, obsessive-compulsive disorder, and years of education. We ran single-PGS models and a multi-PGS model.
Results:
Fine motor skills were negatively associated with neurodevelopmental traits and psychopathology across childhood and adolescence and positively associated with educational achievement in adolescence (β = 0.25, p < .001). Superior fine motor skills were associated with a higher years-of-education PGS (β = 0.07, p < .001), a lower ADHD PGS (β = -0.04, p = .011), and a higher anxiety PGS (β = 0.03, p = .040). Similarly, the multi-PGS model retained the PGSs for years of education (β = 0.07), ADHD (β = -0.03), and anxiety (β = 0.01). A non-preregistered analysis in an independent preschool sample replicated the ADHD PGS association, but not the years of education or anxiety PGS associations.
Conclusions:
Fine motor skills are linked genetically and phenotypically to later neurodevelopment, psychopathology, and educational outcomes. Future work should investigate the mechanisms that underlie the role of fine motor development in later outcomes.
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