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Links between DRD4, executive attention, and alphabetic skills in a nonclinical sample
Author(s) -
Kegel Cornelia A. T.,
Bus Adriana G.
Publication year - 2013
Publication title -
journal of child psychology and psychiatry
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.652
H-Index - 211
eISSN - 1469-7610
pISSN - 0021-9630
DOI - 10.1111/j.1469-7610.2012.02604.x
Subject(s) - psychology , developmental psychology , allele , attention deficit hyperactivity disorder , reading (process) , executive functions , normative , clinical psychology , cognition , genetics , gene , neuroscience , biology , linguistics , philosophy , epistemology
Background: The dopamine D4 receptor gene (DRD4) has been linked to attention deficit hyperactivity disorder (ADHD) and reading disorders. In this study, we examined whether diminished anticipatory dopamine cell firing – typical of the long variant of the DRD4 allele – is related to emergent and advanced alphabetic skills, and whether executive attention is a mediator between this allele and alphabetic skills. Method: We tested alphabetic skills in a normative sample of 159 children in both kindergarten and Grade 1, and executive attention 1 year earlier. Cheek cells were collected and genomic DNA was isolated from the samples using the Chemagic buccal swab kit on a chemagen Module I workstation. Results: Thirty‐seven percent of the children were carriers of at least one DRD4 7‐repeat allele. Carriers of the long variant scored lower on alphabetic skills, and executive attention appeared to be a mediator of the relation between characteristics of DRD4 and alphabetic skills in kindergarten and first grade. Conclusion: This study shows how a genetic factor which has been shown to relate to variation in attention and regulatory behavior can explain delays in alphabetic skills. A practical implication is that in many cases early interventions should not only target reading skills, but also support children’s engagement in tasks.