Genome-Wide Analyses of Vocabulary Size in Infancy and Toddlerhood: Associations With Attention-Deficit/Hyperactivity Disorder, Literacy, and Cognition-Related Traits
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Genome-Wide Analyses of Vocabulary Size in Infancy and Toddlerhood : Associations With Attention-Deficit/Hyperactivity Disorder, Literacy, and Cognition-Related Traits. / Verhoef, Ellen; Allegrini, Andrea G.; Jansen, Philip R.; Lange, Katherine; Wang, Carol A.; Morgan, Angela T.; Ahluwalia, Tarunveer S.; Symeonides, Christos; Eising, Else; Franken, Marie-Christine; Hypponen, Elina; Mansell, Toby; Olislagers, Mitchell; Omerovic, Emina; Rimfeld, Kaili; Schlag, Fenja; Selzam, Saskia; Shapland, Chin Yang; Tiemeier, Henning; Whitehouse, Andrew J.O.; Saffery, Richard; Bønnelykke, Klaus; Reilly, Sheena; Pennell, Craig E; Wake, Melissa; Cecil, Charlotte A.M.; Plomin, Robert; Fisher, Simon E.; St Pourcain, Beate; EAGLE Working Group; ACTION consortium; Barwon Infant Study Investigator Group.
In: Biological Psychiatry, Vol. 95, No. 9, 2024, p. 859-869.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - Genome-Wide Analyses of Vocabulary Size in Infancy and Toddlerhood
T2 - Associations With Attention-Deficit/Hyperactivity Disorder, Literacy, and Cognition-Related Traits
AU - Verhoef, Ellen
AU - Allegrini, Andrea G.
AU - Jansen, Philip R.
AU - Lange, Katherine
AU - Wang, Carol A.
AU - Morgan, Angela T.
AU - Ahluwalia, Tarunveer S.
AU - Symeonides, Christos
AU - Eising, Else
AU - Franken, Marie-Christine
AU - Hypponen, Elina
AU - Mansell, Toby
AU - Olislagers, Mitchell
AU - Omerovic, Emina
AU - Rimfeld, Kaili
AU - Schlag, Fenja
AU - Selzam, Saskia
AU - Shapland, Chin Yang
AU - Tiemeier, Henning
AU - Whitehouse, Andrew J.O.
AU - Saffery, Richard
AU - Bønnelykke, Klaus
AU - Reilly, Sheena
AU - Pennell, Craig E
AU - Wake, Melissa
AU - Cecil, Charlotte A.M.
AU - Plomin, Robert
AU - Fisher, Simon E.
AU - St Pourcain, Beate
AU - EAGLE Working Group
AU - ACTION consortium
AU - Barwon Infant Study Investigator Group
N1 - Publisher Copyright: © 2023 Society of Biological Psychiatry
PY - 2024
Y1 - 2024
N2 - Background: The number of words children produce (expressive vocabulary) and understand (receptive vocabulary) changes rapidly during early development, partially due to genetic factors. Here, we performed a meta–genome-wide association study of vocabulary acquisition and investigated polygenic overlap with literacy, cognition, developmental phenotypes, and neurodevelopmental conditions, including attention-deficit/hyperactivity disorder (ADHD). Methods: We studied 37,913 parent-reported vocabulary size measures (English, Dutch, Danish) for 17,298 children of European descent. Meta-analyses were performed for early-phase expressive (infancy, 15–18 months), late-phase expressive (toddlerhood, 24–38 months), and late-phase receptive (toddlerhood, 24–38 months) vocabulary. Subsequently, we estimated single nucleotide polymorphism–based heritability (SNP-h2) and genetic correlations (rg) and modeled underlying factor structures with multivariate models. Results: Early-life vocabulary size was modestly heritable (SNP-h2 = 0.08–0.24). Genetic overlap between infant expressive and toddler receptive vocabulary was negligible (rg = 0.07), although each measure was moderately related to toddler expressive vocabulary (rg = 0.69 and rg = 0.67, respectively), suggesting a multifactorial genetic architecture. Both infant and toddler expressive vocabulary were genetically linked to literacy (e.g., spelling: rg = 0.58 and rg = 0.79, respectively), underlining genetic similarity. However, a genetic association of early-life vocabulary with educational attainment and intelligence emerged only during toddlerhood (e.g., receptive vocabulary and intelligence: rg = 0.36). Increased ADHD risk was genetically associated with larger infant expressive vocabulary (rg = 0.23). Multivariate genetic models in the ALSPAC (Avon Longitudinal Study of Parents and Children) cohort confirmed this finding for ADHD symptoms (e.g., at age 13; rg = 0.54) but showed that the association effect reversed for toddler receptive vocabulary (rg = −0.74), highlighting developmental heterogeneity. Conclusions: The genetic architecture of early-life vocabulary changes during development, shaping polygenic association patterns with later-life ADHD, literacy, and cognition-related traits.
AB - Background: The number of words children produce (expressive vocabulary) and understand (receptive vocabulary) changes rapidly during early development, partially due to genetic factors. Here, we performed a meta–genome-wide association study of vocabulary acquisition and investigated polygenic overlap with literacy, cognition, developmental phenotypes, and neurodevelopmental conditions, including attention-deficit/hyperactivity disorder (ADHD). Methods: We studied 37,913 parent-reported vocabulary size measures (English, Dutch, Danish) for 17,298 children of European descent. Meta-analyses were performed for early-phase expressive (infancy, 15–18 months), late-phase expressive (toddlerhood, 24–38 months), and late-phase receptive (toddlerhood, 24–38 months) vocabulary. Subsequently, we estimated single nucleotide polymorphism–based heritability (SNP-h2) and genetic correlations (rg) and modeled underlying factor structures with multivariate models. Results: Early-life vocabulary size was modestly heritable (SNP-h2 = 0.08–0.24). Genetic overlap between infant expressive and toddler receptive vocabulary was negligible (rg = 0.07), although each measure was moderately related to toddler expressive vocabulary (rg = 0.69 and rg = 0.67, respectively), suggesting a multifactorial genetic architecture. Both infant and toddler expressive vocabulary were genetically linked to literacy (e.g., spelling: rg = 0.58 and rg = 0.79, respectively), underlining genetic similarity. However, a genetic association of early-life vocabulary with educational attainment and intelligence emerged only during toddlerhood (e.g., receptive vocabulary and intelligence: rg = 0.36). Increased ADHD risk was genetically associated with larger infant expressive vocabulary (rg = 0.23). Multivariate genetic models in the ALSPAC (Avon Longitudinal Study of Parents and Children) cohort confirmed this finding for ADHD symptoms (e.g., at age 13; rg = 0.54) but showed that the association effect reversed for toddler receptive vocabulary (rg = −0.74), highlighting developmental heterogeneity. Conclusions: The genetic architecture of early-life vocabulary changes during development, shaping polygenic association patterns with later-life ADHD, literacy, and cognition-related traits.
KW - ADHD
KW - Cognition
KW - Development
KW - GWAS
KW - SEM
KW - Vocabulary
U2 - 10.1016/j.biopsych.2023.11.025
DO - 10.1016/j.biopsych.2023.11.025
M3 - Journal article
C2 - 38070845
AN - SCOPUS:85189155831
VL - 95
SP - 859
EP - 869
JO - Biological Psychiatry
JF - Biological Psychiatry
SN - 0006-3223
IS - 9
ER -
ID: 387838358