Review article CD14: an example of gene by environment interaction in allergic disease

Allergy ◽  
2002 ◽  
Vol 57 (3) ◽  
pp. 188-192 ◽  
Author(s):  
M. Baldini ◽  
D. Vercelli ◽  
F. D. Martinez
Keyword(s):  
Allergic Disease ◽  
Review Article ◽  
Environment Interaction ◽  
Gene By Environment Interaction

scholarly journals Random regression models for detection of gene by environment interaction

2007 ◽  
Vol 39 (2) ◽  
pp. 105 ◽  
Author(s):  
Marie Lillehammer ◽  
Jørgen Ødegård ◽  
Theo HE Meuwissen
Keyword(s):  
Regression Models ◽  
Random Regression ◽  
Environment Interaction ◽  
Gene By Environment Interaction

Adjusting for Spurious Gene-by-Environment Interaction Using Case-Parent Triads

2012 ◽  
Vol 11 (2) ◽  
Author(s):  
Ji-Hyung Shin ◽  
Claire Infante-Rivard ◽  
Jinko Graham ◽  
Brad McNeney
Keyword(s):  
Environment Interaction ◽  
Gene By Environment Interaction

ORIENTATION BEHAVIOUR IN STICKLEBACKS: MODIFIED BY EXPERIENCE OR POPULATION SPECIFIC?

Behaviour ◽  
2000 ◽  
Vol 137 (7-8) ◽  
pp. 833-843 ◽  
Author(s):  
Joanna Girvan ◽  
Victoria Braithwaite
Keyword(s):  
Spatial Information ◽  
Information Use ◽  
Environment Interaction ◽  
Spatial Cues ◽  
Orientation Behaviour ◽  
Gene By Environment Interaction ◽  
Rearing Conditions ◽  
Two Factors ◽  
Contrasting Habitats

AbstractTo investigate the mechanisms underlying preferred spatial information use in Three-spined sticklebacks we reared fish derived from contrasting habitats (pond and river populations) under a range of conditions. The rearing conditions were designed to determine whether the spatial information used by sticklebacks is population specific, whether it is learned or whether it is produced by an interaction between these two factors. Fish reared under different conditions were trained to solve two experimental tasks to determine what spatial information they preferred to use. The results indicate that the fish learned spatial cues relevant to the environment that they were raised in but there was also evidence of a gene by environment interaction that influenced which spatial cues were learned.

scholarly journals Developmental behavioral genetics research on school achievement is missing vulnerable children, to our detriment

2021 ◽  
Author(s):  
LaTasha R Holden ◽  
Rasheda Haughbrook ◽  
Sara Ann Hart
Keyword(s):  
Behavioral Genetics ◽  
Scientific Evidence ◽  
School Achievement ◽  
Interaction Model ◽  
Environment Interaction ◽  
White Children ◽  
Gene By Environment Interaction ◽  
Genetics Research ◽  
P Gene ◽  
Gene Environment

Gene–environment processes tell us how genes and environments work together to influence children in schools. One type of gene–environment process that has been extensively studied using behavioral genetics methods is a gene-by-environment interaction. A gene-by-environment interaction shows us when the effect of your context differs depending on your genes, or vice versa, when the effect of your genes differs depending on your context. Developmental behavioral geneticists interested in children’s school achievement have examined many different contexts within the gene-by-environment interaction model, including contexts measured from within children’s home and school environments. However, this work has been overwhelmingly focused on White children, leaving us with non-inclusive scientific evidence. This can lead to detrimental outcomes when we overgeneralize this non-inclusive scientific evidence to racialized groups. We conclude with a call to include racialized children in more research samples.

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