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Schooling and variation in the COMT gene

Title: Schooling and variation in the COMT gene: the devil is in the details.
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Name(s): Campbell, Daniel, author
Bick, Johanna, author
Yrigollen, Carolyn M, author
Lee, Maria, author
Joseph, Antony, author
Chang, Joseph T, author
Grigorenko, Elena L, author
, author
Type of Resource: text
Genre: Text
Date Issued: 2013-10-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: Schooling is considered one of the major contributors to the development of intelligence within societies and individuals. Genetic variation might modulate the impact of schooling and explain, at least partially, the presence of individual differences in classrooms. We studied a sample of 1,502 children (mean age = 11.7 years) from Zambia. Approximately 57% of these children were enrolled in school, and the rest were not. To quantify genetic variation, we investigated a number of common polymorphisms in the catechol-O-methyltransferase (COMT) gene that controls the production of the protein thought to account for >60% of the dopamine degradation in the prefrontal cortex. Haplotype analyses generated results ranging from the presence to absence of significant interactions between a number of COMT haplotypes and indicators of schooling (i.e., in- vs. out-of-school and grade completed) in the prediction of nonverbal intelligence, depending on the parameter specification. However, an investigation of the distribution of corresponding p-values suggested that these positive results were false. Convincing evidence that the variation in the COMT gene is associated with individual differences in nonverbal intelligence either directly or through interactions with schooling was not found. p-values produced by the method of testing for haplotype effects employed here may be sensitive to parameter settings, invalid under default settings, and should be checked for validity through simulation.
Identifier: FSU_pmch_23952646 (IID), 10.1111/jcpp.12120 (DOI), PMC3786416 (PMCID), 23952646 (RID), 23952646 (EID)
Keywords: Schooling, Haplo.glm, Haplotype analysis, Interaction effects, Nonverbal intelligence, The COMT gene
Grant Number: AS7614, DC007665, HD048830, HD052120, P50 HD052120, R01 DC007665, R01 HD048830, R21 TW006764, T32 MH018268, T32MH18268, TW006764
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3786416.
Subject(s): Adolescent
Catechol O-Methyltransferase/genetics
Child
Educational Status
Female
Gene-Environment Interaction
Haplotypes/genetics
Humans
Individuality
Intelligence/physiology
Male
Polymorphism, Genetic/genetics
Reproducibility of Results
Schools/statistics & numerical data
Zambia/epidemiology
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_23952646
Owner Institution: FSU
Is Part Of: Journal of child psychology and psychiatry, and allied disciplines.
1469-7610
Issue: iss. 10, vol. 54

Choose the citation style.
Campbell, D., Bick, J., Yrigollen, C. M., Lee, M., Joseph, A., Chang, J. T., & Grigorenko, E. L. (2013). Schooling and variation in the COMT gene: the devil is in the details. Journal Of Child Psychology And Psychiatry, And Allied Disciplines. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_23952646