From the trajectory of heritability to the heritability of trajectories

Although compelling and insightful, the proposal by Uchiyama et al. largely neglects within-person change over time, arguably the central topic of interest within their framework. Longitudinal behavioural genetics modeling suggests that the heritability of trajectories is low, in contrast to high and increasing cross-sectional heritability across development. Better understanding of the mechanisms of trajectories remains a crucial outstanding challenge.

Aetiology of shame and its association with adolescent depression and anxiety - CAMHS around the Campfire

For this session we welcomed Professor Thalia Eley, Professor of Developmental Behavioural Genetics, KCL, to discuss her JCPP paper 'Aetiology of shame and its association with adolescent depression and anxiety: results from a prospective twin and sibling study.'

Genetic and Environmental Influences on Early Development

This chapter considers the genetic and environmental influences that may lead to the appearance of neurodevelopmental changes in early life. Behavioural genetics considers similarities between individuals in the light of their degree of biological relatedness, and has established high levels of heritability for several problems. Molecular genetics has therefore progressed to identifying individual genes. Single environmental risk factors can be identified and aggregated into a concept of adversity. Defined chromosome and single-gene changes are described for conditions such as Down and fragile-X. They emphasize the power and the complexity of genetic influences. Most complex psychiatric disorders are the result of large numbers of genes of small effect considered individually, but large effect in interactions with each other and with the environment. Environmental influences are considered in this chapter both from the perspectives of gene–environment correlation and interaction, and as known associations that can be causes. Infections, toxins, and deficiencies are described. Challenges from psychosocial adversity are included, together with their possible modes of action.

Do French media miseducate the public about intelligence research?

This article provides an assessment of French media coverage of intelligence research. The analysis is based on articles published between 1992 and 2020 in French nationwide newspapers, local newspapers and science magazines. Two themes regularly appear in nationwide newspapers and science magazines: environmental effects on IQ and animal intelligence. High-IQ children are often covered in local newspapers. A substantial proportion of articles on the genetics of intelligence, IQ in general and behavioural genetics in general contain statements contradicting the conclusions of mainstream intelligence research; the tendency is even more pronounced in science magazines than in nationwide newspapers. Implications for relationships between scientists and journalists are discussed.

Genetic epidemiology: Overview

This chapter demonstrates the principles behind some of the major genetic study designs used in psychiatry research. The first part focuses on behavioural genetic designs, while the second part describes designs for ‘gene mapping’. Behavioural genetics examines the genetic basis of behavioural phenotypes, including both disorders and ‘normal’ dimensional traits. The theoretical basis is derived from population genetics, including properties such as segregation ratios, random mating, genetic variance, and genetic correlation between relatives. The second part of the chapter deals with gene mapping designs, in which specific genetic variants or genomic regions associated with a disorder or trait are identified. A brief outline of the most popular current approaches to the analysis of the genetics of complex human disorders is also provided.

Precision neuroradiology: mapping the nodes and networks that link genes to behaviour

What is the future of neuroradiology in the era of precision medicine? As with any big change, this transformation in medicine presents both challenges and opportunities, and to flourish in this new environment we will have to adapt. It is difficult to predict exactly how neuroradiology will evolve in this shifting landscape, but there will be changes in both what we image and what we do. In terms of imaging, we will need to move beyond simply imaging brain anatomy and toward imaging function, both at the molecular and circuit level. In terms of what we do, we will need to move from the periphery of the clinical enterprise toward its center, with a new emphasis on integrating imaging with genetic and clinical data to form a comprehensive picture of the patient that can be used to direct further testing and care. The payoff is that these changes will align neuroradiology with the emerging field of precision psychiatry, which promises to replace symptom-based diagnosis and trial-and-error treatment of psychiatric disorders with diagnoses based on quantifiable genetic, imaging, physiologic, and behavioural criteria and therapies targeted to the particular pathophysiology of individual patients. Here we review some of the recent developments in behavioural genetics and neuroscience that are laying the foundation for precision psychiatry. By no means comprehensive, our goal is to introduce some of the perspectives and techniques that are likely to be relevant to the precision neuroradiologist of the future.

DNA Dreams': Teacher Perspectives on the Role and Relevance of Genetics for Education

Behavioural genetics regards intelligence and educational attainment as highly heritable (genetically influenced) and polygenic (influenced by many genes) traits. Researchers in the field have moved beyond identifying whether and how much genes influence a given outcome to trying to pinpoint the genetic markers that help predict them. In more recent years, behavioural genetics research has attempted to cross-over into the field of education, looking to play a role in education research and the construction of education policy. In response to these developments, this paper explores PreK-12 American educators’ perceptions of intelligence in relation to genetics and their views on the relevance of behavioural genetics findings for education. It does so within the context of an ugly history tied to race and racism and an uncertain future. Findings from this mixed-methods study suggest that US teachers believe that genetics play an important role in a student’s intelligence and academic achievement. Furthermore, teachers are open to learning more about the inclusion of genetics research in education policy. At the same time, however, teachers believe that the environment, and in particular parents and a child’s home environment, plays a substantial role in a student’s abilities and education outcomes.