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Recent longitudinal research using the random-intercept cross-lagged panel model (RI-CLPM), which disentangles the within and between variances, has afforded greater insights than previously possible. Moreover, the impact of reading enjoyment and reading for fun on subsequent school achievement, and vice versa, has only recently been scrutinized through this lens. This study's longitudinal data (grades 3, 5, 7, and 9) comprised 2,716 Australian students aged 8 to 16 years, with school reading achievement measured by the National Assessment Program: Literacy and Numeracy (NAPLAN). The RI-CLPMs' within-person effects were not trivial, accounting for approximately two-thirds and one-third of the variance in enjoyment/fun and achievement, respectively, with between-person effects accounting for the balance. Here, we highlight a reversing direction of reading achievement's cross-lagged effect on subsequent reading enjoyment but note that the evidence for this over a reciprocal directionality was marginal. In mid-primary school, achievement at grade 3 predicted enjoyment at grade 5 more than the converse (i.e. enjoyment at grade 3 to achievement at grade 5). By secondary school, however, the directionality had flipped: enjoyment at grade 7 predicted achievement at grade 9 more so than the reverse. We termed this pattern the skill-leisure-skill directionality (S-L-S), as it concurred with the only two former studies that modelled equivalent instruments with the RI-CLPM. This model's cross-lagged estimates represent deviations relative to a student's average (i.e., within-person effect). In other words, students who enjoyed reading more (or less) in grade 7 achieved reading scores that were higher (or lower) than their average in grade 9. The implications for reading pedagogy are further discussed. [ABSTRACT FROM AUTHOR]

Recent years have seen a steady convergence of Radar and Communications band Radio Frequency (RF) transceiver systems. Not only have Communications systems colonised large swathes of previously allocated Radar bands but there is also a convergence of technologies driven by the relatively low cost of software‐defined transceivers and solid‐sate RF sources. Thus, where conventional radar transmissions are characterised by short narrowband pulses with high peak power, new classes of 'pulse‐compression' radar are being developed to exploit this new technology. The resulting Low Probability of Intercept waveforms are designed to spread energy in both time and frequency, yielding a very low instantaneous power spectral density. Methods to detect, analyse and distinguish such sources require longer acquisition periods to collect more energy from the sources. Here, a novel solution is provided for detection and separation based on direction‐finding utilising polynomial matrix methods in conjunction with sparse array geometries. This approach provides enhanced detection, separation and direction finding while using relatively few antenna elements. [ABSTRACT FROM AUTHOR]

Previous research has shown that self-reports of the amount of social support are heritable. Using the Kessler perceived social support (KPSS) measure, we explored sex differences in the genetic and environmental contributions to individual differences. We did this separately for subscales that captured the perceived support from different members of the network (spouse, twin, children, parents, relatives, friends and confidant). Our sample comprised 7059 male, female and opposite-sex twin pairs aged 18-95 years from the Australian Twin Registry. We found tentative support for different genetic mechanisms in males and females for support from friends and the average KPSS score of all subscales, but otherwise, there are no sex differences. For each subscale alone, the additive genetic (A) and unique environment (E) effects were significant. By contrast, the covariation among the subscales was explained - in roughly equal parts - by A, E and the common environment, with effects of different support constellations plausibly accounting for the latter. A single genetic and common environment factor accounted for between half and three-quarters of the variance across the subscales in both males and females, suggesting little heterogeneity in the genetic and environmental etiology of the different support sources. [ABSTRACT FROM AUTHOR]

Environmental factors play a key role in the development of Attention-Deficit/Hyperactivity Disorder (ADHD), but the long-term effects of these factors are still unclear. This study analyses data from 1024 monozygotic (identical) twins in Australia, the United States, and Scandinavia who were assessed for ADHD in Preschool, Kindergarten, Grade 1, and Grade 2. Differences within each twin pair were used as a direct measure of non-shared environmental effects. The Trait-State-Occasion (TSO) model developed by Cole et al. (Psychological Methods, 10, 3-20, 2005) was used to separate the non-shared environmental effects into stable factors, and transient factors that excluded measurement error. Stable factors explained, on average, 44 % and 39 % of the environmental variance in hyperactive-impulsive and inattentive symptoms, respectively. Transient effects explained the remaining 56 % and 60 % of variance. The proportion of stable variance was higher than expected based on previous research, suggesting promise for targeted interventions if future research identifies these stable risk factors. [ABSTRACT FROM AUTHOR]

Socioeconomic status (SES) has been found to moderate the influence of genes and the environment on cognitive ability, such that genetic influence is greater when SES is higher, and the shared environment is greater when SES is lower, but not in all Western countries. The effects of both family and school SES on the heritability of literacy and numeracy in Australian twins aged 8, 10, 12, and 14 years with 1,307, 1,235, 1,076, and 930 pairs at each age, respectively, were tested. Shared environmental influences on Grade 3 literacy were greater with low family SES, and no other moderating effects of SES were significant. These findings are contrasted with results from the United States and the United Kingdom. [ABSTRACT FROM AUTHOR]

Although attention-deficit/hyperactivity disorder (ADHD) is highly heritable, emerging evidence suggests symptoms are associated with interactions between genes and the environment (GxE) during development. This study tested whether heritability of ADHD symptoms is moderated by two environmental factors: socioeconomic status (SES) and chaos (household disorganisation). A population sample of 520 twin pairs (N = 1040, 52.3% female) from 6 to 15 years completed measures of behavior and home environment. Structural equation modelling was then used to test whether environmental factors were associated with a change in the extent to which genes explain variability in ADHD symptoms. Neither chaos nor SES moderated heritability, with consistent contributions from both genes and environment indicated across socioeconomic strata and levels of chaos. This finding contrasts with those of previous research, underlining the need to replicate results in the emerging field of GxE research across different populations and statistical methods. Robust findings may assist in developing targeted interventions for genetically vulnerable individuals. [ABSTRACT FROM AUTHOR]

We explored the genetic and environmental influence on both stability and growth in literacy and numeracy in 1927 Australian twin pairs from Grade 3 to Grade 9. Participants were tested on reading, spelling, grammar and punctuation, writing, and numeracy. In each domain, performance across time was highly correlated and this stability in performance was primary due to genes. Key findings on growth showed that reading followed a compensatory growth pattern that was largely due to genetic effects, while variation in growth in the other literacy domains was predominantly due to environmental influences. Genes and the shared environment influenced growth in numeracy for girls, while for boys it was influenced by the shared and unique environment. These results suggest that individual differences in growth of reading are primarily due to a genetically influenced developmental delay in the acquisition of necessary skills, while environmental influences, perhaps including different schools or teachers, are more important for the other domains. [ABSTRACT FROM AUTHOR]

We examined the extent to which genes and the environment contributed to variation in and covariation among reading, spelling, grammar and punctuation, writing, and numeracy in Australian school children in Grades 3, 5, 7, and 9. Heritability was generally high: reading .58-.71 (excepting Grade 5 girls), spelling .68-.78; grammar and punctuation .52-.66, writing .39-.52, and numeracy .39-.79. Boys' performance varied more than girls in spelling and numeracy, and the common environment was a greater influence in girls than boys in Grade 3 numeracy and Grade 5 reading. Independent pathway models showed similar genetic and environmental structures at each grade with approximately one third to one half of the variation in each domain due to genes that influenced all domains. The covariation among the domains was largely mediated by genes. Results suggest substantial uniformity in the environmental factors influencing these academic domains. [ABSTRACT FROM AUTHOR]

We present one of the first behavior-genetic studies of individual differences in school students' levels of achievement in instructed second language acquisition (ISLA). We assessed these language abilities in Australian twin pairs (maximum N pairs = 251) by means of teacher ratings, class rankings, and self-ratings of proficiency, and used the classic twin design to estimate the relative influences of genes, shared (family/school) environment, and unique environment. Achievement in ISLA was more influenced by additive genetic effects (72%, 68%, and 38% for teacher ratings, class rankings, and twin self-ratings, respectively) than by shared environment effects, which were generally not substantial (20%, 07%, and 13%). Genetic effects distinct to speaking and listening, on the one hand, and reading and writing, on the other, were evident for the twin self-ratings. We discuss the limitations and implications of these findings and point to research questions that could profitably be addressed in future studies. [ABSTRACT FROM AUTHOR]

The Confusion, Hubbub and Order Scale (CHAOS) - short form - is a survey tool intended to capture information about home environments. It is widely used in studies of child and adolescent development and psychopathology, particularly twin studies. The original long form of the scale comprised 15 items and was validated in a sample of infants in the 1980s. The short form of the scale was developed in the late 1990s and contains six items, including four from the original scale, and two new items. This short form has not been validated and is the focus of this study. We use five samples (N=10,898) from studies in Australia, the UK, and the USA, to examine the measurement properties of the CHAOS short form. We first compare alternate confirmatory factor models for each group; we next test between-group configural, metric and scalar invariance; finally, we examine predictive validity of the scale in each sample under different conditions. We find evidence that a two-factor configuration of the six items is more appropriate than the commonly used one-factor model. Second, we find measurement non-invariance across groups at the metric invariance step, with items performing differently depending on the sample. By contrast we find longitudinal measurement invariance in two of the three samples with multi-wave data collection on the CHAOS. Finally, we report inconsistent results in tests of predictive validity using family-level socioeconomic status and academic achievement as criterion variables. The results caution the continued use of the short-form CHAOS in its current form and recommend future revisions and development of the scale for use in developmental research. [ABSTRACT FROM AUTHOR]

The genetic and environmental overlap between static and dynamic measures of preschool phonological awareness (PA) and their relation to preschool letter knowledge (LK) and kindergarten reading were examined using monozygotic and dizygotic twin children (maximum N = 1,988). The static tests were those typically used to assess a child’s current level of PA such as blending and elision, and the dynamic test included instruction in phoneme identity to assess the child’s ability to respond to this instruction. Both forms were influenced by genes and by shared and nonshared environment. The static and dynamic versions were influenced by the same genes, and part of the total genetic influence was shared with LK. They were subject to both overlapping and independent shared environment influences, with the component in common also affecting LK. Nonshared environment influences were mostly independent. Scores from dynamic assessment added only minimally to variance explained in kindergarten reading after LK and static assessment had been factored in. Although one of the genetic factors that influenced both forms of PA also affected kindergarten reading, it was only the one shared with LK. The authors conclude that dynamic assessment of PA in preschool offers little advantage over the more commonly used static forms, especially if LK scores are available, although they acknowledge its potential in cases of preschool educational disadvantage. [ABSTRACT FROM PUBLISHER]

Twin children from Australia, Scandinavia, and the United States were assessed for inattention, hyperactivity-impulsivity, and reading across the first 3 school years. Univariate behavior-genetic analyses indicated substantial heritability for all three variables in all years. Longitudinal analyses showed one genetic source operating across the time span and a second entering in the second school year for each variable, though possibly not reliable for inattention. Other analyses confirmed previous findings of pleiotropy (shared genes) between inattention and reading and showed that this genetic overlap is in place from kindergarten onwards and is restricted to one of the genetic sources that affect reading and inattention. The results extend previous conclusions about the developmental trajectories of inattention, hyperactivity-impulsivity, and reading and their relationships. Limitations of this study are discussed, as are educational implications. [ABSTRACT FROM AUTHOR]

It is often assumed that differences in teacher characteristics are a major source of variability in children's educational achievements. We examine this assumption for early literacy achievement by calculating the correlations between pairs of twin children who either shared or did not share a teacher in kindergarten, Grade 1, and Grade 2. Teacher effects- or, more strictly, classroom effects-would show up as higher correlations for same-class than for different-class twin pairs. Same-class correlations were generally higher than different-class correlations, though not significantly so on most occasions. On the basis of the results, we estimate that the maximum variance accounted for by being assigned to the same or different classrooms is 8%. This is an upper-bound figure for a teacher effect because factors other than teachers may contribute to variation attributable to classroom assignment. We discuss the limitations of the study and draw out some of its educational implications. [ABSTRACT FROM AUTHOR]

The associations between social support and depression, and between stress and depression have been the subject of considerable research, and although this has included longitudinal designs, these have rarely controlled for genetic effects that mediate these associations. The sample comprised 7,356 female and 4,882 male participants aged 18-95 from the Australian NHMRC Twin Registry (ATR). Of these, between 100 and 324 female pairs and between 41 and 169 male pairs, depending on the measure, were monozygotic (MZ) pairs discordant for depression. We use the co-twin control design in combination with prospective analyses to explore the association between a composite of predictors (perceived social support, stress, and support x stress) and depression. With familial effects included, both perceived support and stress were antecedents to, and sequelae of, depression, but no stress-buffering occurred. With familial effects controlled, stress was a sequela of a prior depressive episode, and neither lack of support nor stress were antecedents to depression, though their interaction approached significance for males. The male twin who later became depressed had previously reported lower perceived support in the face of multiple stressors compared to his co-twin who did not become depressed. We show that associations commonly observed with prospective designs are partly due to familial factors. [ABSTRACT FROM AUTHOR]

In this article we report on reading ability of twin children in kindergarten to Grade 2 as a function of whether members of the pairs are assigned to the same or different classrooms. All analyses were run using mixed model regressions to account for the interdependence between twin pairs. The samples, total N = 1505, are from Australia and the United States. We found a close-to-significant difference in favor of same-class children in kindergarten and Grade 1. However, when results were adjusted to take account of pre-existing differences in disruptive behavior and in preliteracy ability, the class assignment effects disappeared. We suggest that these pre-existing differences, particularly disruptive behavior, are influencing decisions about whether to separate twins or not and also affecting early reading performance, a conclusion supported by significant correlations between the behavioral measures, preliteracy, and school-based reading. We conclude that, on average, early literacy in twins is not directly affected by their assignment to the same or different classrooms. [ABSTRACT FROM AUTHOR]

Abstract: Early literacy and language skills of twin children in the USA, Australia, and Scandinavia were explored in a genetically sensitive design (maximum N =615 pairs). For this article, we report aspects of preschool and Grade 2 data. In Grade 2, there were strong genetic influences on word reading, reading comprehension, and spelling. Vocabulary was about equally affected by genes and shared environment. Multivariate analyses indicated substantial genetic overlap among the Grade 2 literacy variables. Longitudinal analyses showed that genetic factors evident at the preschool stage continued to affect literacy and vocabulary three years later in Grade 2, but there was also evidence of new genetic factors coming into play over the time interval, at least for literacy. Suggestions are made about the search for underlying biological and cognitive processes, and educational implications are explored. [Copyright &y& Elsevier]

As part of a longitudinal twin study of literacy and language, we conducted a behaviour-genetic analysis of orthographic learning, spelling and decoding in Grade 2 children (225 identical and 214 fraternal twin pairs) in the United States and Australia. Each variable showed significant genetic and unique environment influences. Multivariate analyses revealed very high genetic correlations among the variables, indicating that the same genes are involved in their aetiology. These genes are partly independent of those contributing to intelligence. A further analysis indicated that the covariation between decoding and orthographic learning is mediated by shared genes rather than by a direct causal path. The authors argue that a learning parameter, most directly assessed by orthographic learning in this study, underlies all three literacy variables. The results are also discussed in relation to Share's self-teaching hypothesis, which may require modification. [ABSTRACT FROM AUTHOR]

Studies using the classical twin design often conclude that most genetic variation underlying personality is additive in nature. However, studies analyzing only twins are very limited in their ability to detect non-additive genetic variation and are unable to detect sources of variation unique to twins, which can mask non-additive genetic variation. The current study assessed 9672 MZ and DZ twin individuals and 3241 of their siblings to investigate the environmental and genetic architecture underlying eight dimensions of personality: four from Eysenck’s Personality Questionnaire and four from Cloninger’s Temperament and Character Inventory. Broad-sense heritability estimates from best-fitting models were two to three times greater than the narrow-sense heritability estimates for Harm Avoidance, Novelty Seeking, Reward Dependence, Persistence, Extraversion, and Neuroticism. This genetic non-additivity could be due to dominance, additive-by-additive epistasis, or to additive genetic effects combined with higher-order epistasis. Environmental effects unique to twins were detected for both Lie and Psychoticism but accounted for little overall variation. Our results illustrate the increased sensitivity afforded by extending the classical twin design to include siblings, and may provide clues to the evolutionary origins of genetic variation underlying personality. [ABSTRACT FROM AUTHOR]

Attention skills are strong cross-sectional predictors of reading comprehension from childhood through to adolescence. However, less is known about the developmental relations between these two domains across this period. This study examined the codevelopment of reading and attention in a community sample of 614 Australian school students (50% female). Reading and attention were assessed at ages 8, 10, 12, and 14. Results of univariate latent growth models demonstrated, on average, curvilinear trajectories for reading in which rapid growth across younger age spans decelerates as children reach adolescence. By contrast, attention skills remained relatively stable on average. Significant negative correlations were observed between the intercept and slope factors in separate reading (r = -.62) and attention models (r = -.39) suggesting compensatory growth patterns in which poorer performing students in both domains at age 8 have steeper trajectories than their higher performing peers. A comparison of a multivariate latent growth model and an autoregressive latent trajectory model with structured residuals (ALT-SR) examined the interrelatedness of development in reading and attention. Both between-individual and within-individual cross-domain parameters showed reading and attention to be positively related at Grade 3. indicating an association between better attention and higher reading achievement at age 8. However, there was little evidence for interrelated growth across domains in this sample. The results contribute to theories which explain whether and how multiple cognitive domains codevelop over a substantial period of childhood and early adolescence. [ABSTRACT FROM AUTHOR]

Objective Method Results Conclusions Fear of cancer recurrence (FCR) may develop into elevated anxiety or depression symptoms, but few risk factors for this development are known. Objective recurrence risk estimation is possible in some cancers. Using theories of risk communication and phobias, we examined whether the proportionality of FCR to known objective recurrence risk influences the development of anxiety and depression symptoms.Uveal melanoma (UM) patients can opt for reliable prognostic testing. Patients experience either a ‘good’ or ‘poor’ prognostic outcome, whereby 10‐year mortality due to metastatic disease is, respectively, low or high. In a five‐year prospective study of a consecutive sample of 589 UM survivors, we used random intercept cross lagged panel analyses to examine whether proportionality differentially influences whether FCR progresses to anxiety and depression.Positive cross paths predicting anxiety from FCR were stronger in the poor prognosis group than the good prognosis and not tested groups. Prognostic group differences were not evident for depression.FCR was more likely to progress to elevated anxiety symptoms when proportionate to the known objective recurrence risk. Objective evidence may play a prominent role in the development and structure of fear because it assumes a high epistemic weight that activates a wide range of emotional and cognitive responses. Interventions that assist survivors to tolerate FCR in the presence of higher recurrence risks may be important in reducing anxiety symptoms. [ABSTRACT FROM AUTHOR]

This research investigated whether delayed school entry was associated with higher achievement in national tests of reading and numeracy in Grades 3, 5, 7, and 9 (n = 2,823). Delayed entry was related to advantages in reading (0.14 SD) and numeracy (0.08 SD) at Grade 3, although little variance was explained (1%-2%). This slight advantage persisted for both domains in Grades 5 and 7, albeit with smaller effects. In Grade 9 there was no association between delayed entry and either reading or numeracy. Exploratory analyses with subsamples in each grade (n = 424-667) revealed no associations between delayed entry and achievement after controlling for inattention and hyperactivity, and negative associations between inattention and achievement in all grades in both domains (-0.33, -0.49 SD). [ABSTRACT FROM AUTHOR]

We partitioned early childhood reading into genetic and environmental sources of variance and examined the full distribution of ability levels from low through normal to high as computed by quantile regression. The full sample comprised twin pairs measured at preschool (n = 977), kindergarten (n = 1028), grade 1 (n = 999), and grade 2 (n = 1000). Quantile regression analyses of the full distribution of literacy ability showed genetic influence in all grades from preschool to grade 2. At preschool, the low end of the distribution had higher genetic influence than the high end of the distribution and the shared environment influence was the opposite. These shared environment influences of preschool became insignificant with formal schooling. This suggests that higher scores in pre-literacy skills (preschool) are more influenced by shared environment factors, though these are short-lived. This study discusses the factors that may be influencing the results. [ABSTRACT FROM AUTHOR]

Social Networking Sites (SNS) such as Facebook and Instagram have relocated a large portion of people's social lives online, but can be intrusive and create social disturbances. Many people therefore consider taking an "SNS vacation." We investigated the effects of a one-week vacation from both Facebook and Instagram on subjective well-being, and whether this would vary for passive or active SNS users. Usage amount was measured objectively, using RescueTime software, to circumvent issues of self-report. Usage style was identified at pre-test, and SNS users with a more active or more passive usage style were assigned in equal numbers to the conditions of one-week SNS vacation (n = 40) or no SNS vacation (n = 38). Subjective well-being (life satisfaction, positive affect, and negative affect) was measured before and after the vacation period. At pre-test, more active SNS use was found to correlate positively with life satisfaction and positive affect, whereas more passive SNS use correlated positively with life satisfaction, but not positive affect. Surprisingly, at post-test the SNS vacation resulted in lower positive affect for active users and had no significant effects for passive users. This result is contrary to popular expectation, and indicates that SNS usage can be beneficial for active users. We suggest that SNS users should be educated in the benefits of an active usage style and that future research should consider the possibility of SNS addiction among more active users. [ABSTRACT FROM AUTHOR]

Poker-machine gamblers have been demonstrated to report increases in the urge to gamble following exposure to salient gambling cues. However, the processes which contribute to this urge to gamble remain to be understood. The present study aimed to investigate whether changes in the conscious experience of visual imagery, rationality and volitional control (over one's thoughts, images and attention) predicted changes in the urge to gamble following exposure to a gambling cue. Thirty-one regular poker-machine gamblers who reported at least low levels of problem gambling on the Problem Gambling Severity Index (PGSI), were recruited to complete an online cue-reactivity experiment. Participants completed the PGSI, the visual imagery, rationality and volitional control subscales of the Phenomenology of Consciousness Inventory (PCI), and a visual analogue scale (VAS) assessing urge to gamble. Participants completed the PCI subscales and VAS at baseline, following a neutral video cue and following a gambling video cue. Urge to gamble was found to significantly increase from neutral cue to gambling cue (while controlling for baseline urge) and this increase was predicted by PGSI score. After accounting for the effects of problem-gambling severity, cue-reactive visual imagery, rationality and volitional control significantly improved the prediction of cue-reactive urge to gamble. The small sample size and limited participant characteristic data restricts the generalizability of the findings. Nevertheless, this is the first study to demonstrate that changes in the subjective experience of visual imagery, volitional control and rationality predict changes in the urge to gamble from neutral to gambling cue. The results suggest that visual imagery, rationality and volitional control may play an important role in the experience of the urge to gamble in poker-machine gamblers. [ABSTRACT FROM AUTHOR]

A higher proportion of students are privately educated in Australia, compared with many other nations. In this paper, we tested the assumption that private schools offer better quality education than public schools. We examined differences in student achievement on the National Assessment Programme: Literacy and Numeracy (NAPLAN) between public, independent, and catholic schools. Cross-sectional regressions using large samples of students (n = 1583–1810) at Years 3, 5, 7 and 9 showed few sector differences in NAPLAN scores in any domain. No differences were evident after controlling for socioeconomic status and prior NAPLAN achievement. Using longitudinal modelling, we also found no sector differences in the rate of growth for reading and numeracy between Year 3 and Year 9. Results indicate that already higher achieving students are more likely to attend private schools, but private school attendance does not alter academic trajectories, thus undermining conceptions of private schools adding value to student outcomes. [ABSTRACT FROM AUTHOR]

We examined the association between proficiency in instructed second language acquisition (ISLA) and previous bilingualism, starting age of ISLA, language anxiety and attitude. The analyses were conducted on 564 adolescent Australian twins. Additionally, by examining discrepancies within approximately 100 pairs of monozygotic twins, we sought to specifically identify the environmental effects related to attitude and anxiety on achievement (i.e. with genetic effects removed). We found a clear relationship between attitude towards language learning and proficiency in the second language. Furthermore, the analyses on the monozygotic twins point to the possibility that higher language anxiety is associated with higher proficiency. On the other hand, bilingualism and starting age of ISLA appear to be unrelated to proficiency in the language being learned. [ABSTRACT FROM AUTHOR]

The present study used a genetically-sensitive quantile regression approach to examine the relation between participation in early childhood education and care (ECEC) and subsequent school performance in literacy and numeracy at grades 3, 5, 7, and 9. The sample consisted of 1255 twin pairs (596 MZ; 659 DZ) with information on both ECEC and the National Assessment Program-Literacy and Numeracy (NAPLAN) scores from the Twin Study of NAPLAN. Results indicated variation in heritability estimates across the distributions of achievement, suggesting that different patterns of etiological influences may exist among children of different ability levels. Additionally, the results provided no evidence that ECEC significantly influenced achievement, and in the genetically-sensitive analyses, no evidence that ECEC moderated the influences of heritability of achievement for typically advantaged children. These results suggest that ECEC may not provide the levels of environmental support for later achievement that advocates claim, although we acknowledge that ECEC quality, which was not measured in the current study, may make a difference in whether or not ECEC influences achievement. [ABSTRACT FROM AUTHOR]

Asbury and Wai (Journal of School Choice, 2019) perform a valuable service by summarizing much available behavior–genetic research on academic achievement. However they consider that no specific policies stem from the research body at this time. Here we do propose a policy based on some of our research using twins, namely that available funding for students struggling with learning to read be targeted to them individually rather than allocated to schools per se. We briefly canvass some practical issues, such as the variety of funding mechanisms, best-practice intervention techniques, and identification of struggling readers. We also outline a general research strategy for uncovering factors contributing to educational attainment that takes behavior-genetic research as its starting point and drills down from there, and advocate including genetically-sensitive methods in a growing list of quantitative research techniques in education. [ABSTRACT FROM AUTHOR]

The Academic Development Study of Australian Twins was established in 2012 with the purpose of investigating the relative influence of genes and environments in literacy and numeracy capabilities across two primary and two secondary school grades in Australia. It is the first longitudinal twin project of its kind in Australia and comprises a sample of 2762 twin pairs, 40 triplet sets and 1485 nontwin siblings. Measures include standardized literacy and numeracy test data collected at Grades 3, 5, 7 and 9 as part of the National Assessment Program: Literacy and Numeracy. A range of demographic and behavioral data was also collected, some at multiple longitudinal time points. This article outlines the background and rationale for the study and provides an overview for the research design, sample and measures collected. Findings emerging from the project and future directions are discussed. [ABSTRACT FROM AUTHOR]

Despite extensive evidence relating attachment dimensions to maladaptive interpersonal behaviours and dysfunctional emotion regulation strategies, few studies have explored social anxiety in the context of adult attachment dimensions. The aim of the present study was to investigate whether attachment-related anxiety and avoidance are associated with symptoms of social anxiety and whether cognitive emotion regulation strategies (reappraisal and suppression) play a role in the relationship between adult attachment and social anxiety. A sample of 253 adults (male n = 47, 18.6%; female n = 202, 79.8%; gender not disclosed n = 4, 1.6%) ranging in age from 18 to 74 years (M = 33.12, SD = 11.56) completed an online questionnaire that consisted of the Experience in Close Relationships–Revised Questionnaire (ECR-R); The Inventory of Interpersonal Situations Discomfort scale (IIS-D); and The Emotion Regulation Questionnaire (ERQ). Results indicated that both attachment anxiety and attachment avoidance have a direct effect on indices of social anxiety symptomology. Reappraisal partially mediated the relationship between attachment anxiety and social anxiety. However, the relationship between attachment avoidance and social anxiety was not mediated by the use of reappraisal and suppression. Findings of the study have implications for the development of clinical interventions targeting mediators of psychological distress associated with social anxiety. [ABSTRACT FROM AUTHOR]

Background: Research investigating the effects of dietary behaviours on children's academic achievement has predominately focused on breakfast consumption. The aim of this study was to conduct secondary analysis to examine associations between a range of dietary behaviours and children's academic achievement.Methodology: Data on five dietary variables (fruit intake; vegetable intake; consumption of takeaway; sugar sweetened beverages; and breakfast) and scores in the five domains of a standardised academic achievement test known as NAPLAN (reading, writing, grammar/punctuation, spelling and numeracy) were obtained for Australian children aged 8-15 years in school grades three (n = 1185), five (n = 1147), seven (n = 1053) and nine (n = 860). Mixed linear models adjusted for socioeconomic status and gender were used to examine associations between dietary behaviours and academic scores.Results: Greater consumption of vegetables with the evening meal (7 nights/week) was associated with higher test scores in the domains of spelling and writing (p=<0.01), with the greatest effect observed for spelling with a mean score difference of 86 ± 26.5 NAPLAN points between the highest and lowest levels of consumption (95% CI: 34.0-138.1; p=<0.01). Increased consumption of sugar sweetened beverages was associated with significantly lower test scores in reading, writing, grammar/punctuation and numeracy (<0.01).Principle Conclusions: The findings of this study demonstrate dietary behaviours are associated with higher academic achievement. Future research should further explore relationships between a wide range of dietary behaviours and children's academic achievement. [ABSTRACT FROM AUTHOR]

Background Attachment anxiety and avoidance have been found to be associated with worry. A substantial body of research suggests that intolerance of uncertainty (IOU) is a phenomenon which predicts level of worry, yet the relationship between attachment, IOU and worry remains to be investigated. Methods The present study recruited 281 participants from the community within Australia to complete an online survey incorporating the Intolerance of Uncertainty Scale, the Experiences in Close Relationships Scale-Revised, and the Penn State Worry Questionnaire. Results The analyses revealed attachment anxiety and attachment avoidance were positively correlated with IOU, and that attachment anxiety, attachment avoidance and IOU were positively correlated with worry. Furthermore, IOU was found to mediate the relationship between attachment anxiety and worry, even when attachment avoidance was entered as a covariate. By contrast, for the relationship between attachment avoidance and worry, intolerance of uncertainty only mediated the association if attachment anxiety was ignored. Conclusions The results of the study suggest that IOU may play a key role in the relationship between adult attachment difficulties and the experience of worry. These findings may have significant implications for the conceptualisation and psychological treatment of attachment related difficulties. [ABSTRACT FROM AUTHOR]

Background Attachment anxiety and avoidance have been found to be associated with worry. A substantial body of research suggests that intolerance of uncertainty (IOU) is a phenomenon which predicts level of worry, yet the relationship between attachment, IOU and worry remains to be investigated. Methods The present study recruited 281 participants from the community within Australia to complete an online survey incorporating the Intolerance of Uncertainty Scale, the Experiences in Close Relationships Scale-Revised, and the Penn State Worry Questionnaire. Results The analyses revealed attachment anxiety and attachment avoidance were positively correlated with IOU, and that attachment anxiety, attachment avoidance and IOU were positively correlated with worry. Furthermore, IOU was found to mediate the relationship between attachment anxiety and worry, even when attachment avoidance was entered as a covariate. By contrast, for the relationship between attachment avoidance and worry, intolerance of uncertainty only mediated the association if attachment anxiety was ignored. Conclusions The results of the study suggest that IOU may play a key role in the relationship between adult attachment difficulties and the experience of worry. These findings may have significant implications for the conceptualisation and psychological treatment of attachment related difficulties. [ABSTRACT FROM AUTHOR]

Genetic and environmental contributions to preferences for rational and experiential thinking were examined in 100 pairs of monozygotic and 73 pairs of same-sex dizygotic Australian twins. Univariate analyses for experiential thinking and working memory capacity (WMC) revealed genetic effects accounted for 44% and 39% of the variability respectively, with non-shared environmental effects accounting for the balance. For rational thinking, the univariate models produced ambiguous results about the relative roles of heritability and shared environment, but a subsequent Cholesky analysis suggested genetic effects accounted for 34%, with the balance, 66%, explained by the non-shared environment. The Cholesky analysis revealed that shared genetic effects accounted for 60%, and non-shared environment accounted for 40% of the relationship between preference for rational thinking and WMC. [ABSTRACT FROM PUBLISHER]

The genetic factor structure of a range of learning measures was explored in twin children, recruited in preschool and followed to Grade 2 (N = 2,084). Measures of orthographic learning and word reading were included in the analyses to determine how these patterned with the learning processes. An exploratory factor analysis of the genetic correlations among the variables indicated a three-factor model. Vocabulary tests loaded on the first factor, the Grade 2 measures of word reading and orthographic learning, plus preschool letter knowledge, loaded on the second, and the third was characterized by tests of verbal short-term memory. The three genetic factors correlated, with the second (print) factor showing the most specificity. We conclude that genetically influenced learning processes underlying print–speech integration, foreshadowed by preschool letter knowledge, have a degree of independence from genetic factors affecting spoken language. We also argue that the psychology and genetics of associative learning be afforded a more central place in studies of reading (dis)ability and suggest some links to molecular studies of the genetics of learning. [ABSTRACT FROM AUTHOR]

Genetic and environmental relations between vocabulary and reading skills were explored longitudinally from preschool through Grades 2 and 4. At preschool there were strong shared-environment and weak genetic influences on both vocabulary and print knowledge but substantial differences in their source. Separation of etiology for vocabulary and reading continued for word recognition and decoding through Grade 4, but genetic and environmental correlations between vocabulary and reading comprehension approached unity by Grade 4, when vocabulary and word recognition accounted for all of the genetic and shared environment influences on reading comprehension. [ABSTRACT FROM AUTHOR]

Background: The length polymorphism repeat in the promoter region of the serotonin transporter gene (5HTTLPR) is one of the most studied polymorphisms for association with a range of psychiatric and personality phenotypes. However, the original 5HTTLPR assay is prone to bias toward short allele calling. Methods: We designed new assays for the 5HTTLPR suitable for large-scale genotyping projects and we genotyped 13 single nucleotide polymorphisms (SNPs) in a 38-kilobase region around the 5HTTLPR, including SNP rs25531, a polymorphism of the 5HTTLPR long allele. Association analysis was conducted for major depression and/or anxiety disorder in unrelated cases (n = 1161) and control subjects (n = 1051) identified through psychiatric interviews administered to a large population sample of Australian twin families. Participants had been scored for personality traits several years earlier (n ≥ 2643 unrelated individuals). Results: We identified a two-SNP haplotype proxy for 5HTTLPR; the CA haplotype of SNPs rs4251417 and rs2020934 is coupled with the short allele of 5HTTLPR (r 2 = .72). We found evidence for association (p = .0062, after accounting for multiple testing) for SLC6A4 SNPs rs6354 and rs2020936 (positioned in a different linkage disequilibrium [LD] block about 15.5 kb from 5HTTLPR) with anxiety and/or depression and neuroticism, with the strongest association for recurrent depression with onset in young adulthood (odds ratio = 1.55, 95% confidence interval = 1.16–2.06). Conclusions: The associated SNPs are in the same LD block as the variable number of tandem repeats serotonin transporter intron 2 marker, for which association has previously been reported. [Copyright &y& Elsevier]

Initially developed to explain the origins of schizophrenia in the 1960s and adapted for the study of depression in the 1980s, the diathesis-stress model states that stress may activate a diathesis or vulnerability, transforming the potential of predisposition into the actuality of psychopathology. Implicit in this theory is that there will be not only additive but multiplicative interactive effects on the liability scale. Polygenic risk scores (PRS) provide a novel opportunity to test the diathesis stress model. We report here a direct test of the diathesis-stress model for depression using the most recent version of PGC-MDD GWAS results (MDD2) and measures of Stressful Life Events (SLEs) and Social Support (SS; lack of SS being considered a stressor). Our sample was comprised of 5,221 individuals from 3,083 families (mean age at questionnaire 35.7, SD=12.2, range 17–85, 65.6% females) with measures of stressful life events and social support and a depression symptom score, as well as DSM‐IV MDD diagnoses for most individuals. PRS were calculated from the imputed genotype dosages, using GWAS summary statistics from the most recent PGC MDD release [July 9th 2016], with the exclusion of the contribution of QIMR, for a final sample of 49,524 cases and 110,074 controls. PRS were used as a direct measure of the vulnerability for depression. In order to estimate the variance in depression explained by the genetic vulnerability, the stressors and their interactions, we fitted linear mixed models controlling for relatedness for the whole sample as well as stratified by sex. The parameters of the model were estimated using GCTA 1.26.0 (student test to test the significance of the fixed effects) that accounts for twin relatedness using a Genetic Relatedness Matrix. PRS for MDD significantly predicted the depression score (maximum variance explained =0.46%. p-value= 5.01e-08), which represents a substantial improvement compared to PRS predictions based on the previous PGC-MDD GWAS (PGC1, variance explained = 0.08%, p-value=0.018). The depression score significantly predicted lifetime DSM-IV MDD status (OR=1.96, 95%CI 1.85–2.08, p-value=3.0e-108, N=8,607). The main effects of PSLE, NSLE, and lack of SS were also significant, explaining respectively 12.9%, 0.3% and 3% of the depression score variance, with effects in the expected directions. We show a significant interaction of the PRS with personal life events (0.12% of variance explained, p‐value=0.0076) contributing positively to the risk of depression, predominantly in women. The interaction was not significant in men while explaining almost as much variance as the main effect in women. However, there was no significant difference when comparing the size of the interaction across sexes (p-value=0.21). Our findings point to an extra risk for individuals with combined vulnerability and high number of reported personal life events beyond what would be expected from the additive contributions of these factors to the liability for depression, supporting the multiplicative diathesis‐stress model for this disease. Additionally, our results suggest possible differences in the aetiology of depression between women and men. [ABSTRACT FROM AUTHOR]