Literaturnachweis - Detailanzeige
Autor/inn/en | Belsky, Jay; Pluess, Michael |
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Titel | Genetic Moderation of Early Child-Care Effects on Social Functioning Across Childhood: A Developmental Analysis |
Quelle | In: Child Development, 84 (2013) 4, S.1209-1225 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0009-3920 |
DOI | 10.1111/cdev.12058 |
Schlagwörter | Child Development; Personality; Infants; Genetics; Behavior Problems; Social Development; Interpersonal Competence; Child Care; Educational Quality; Stress Variables; Parent Attitudes; Mothers; Parent Child Relationship Kindesentwicklung; Personalität; Infant; Toddler; Toddlers; Kleinkind; Humangenetik; Soziale Entwicklung; Interpersonale Kompetenz; Kinderfürsorge; Kinderbetreuung; Quality of education; Bildungsqualität; Elternverhalten; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung |
Abstract | Data from 508 Caucasian children in the NICHD Study of Early Child Care and Youth Development shows that the DRD4 (but not 5-HTTLPR) polymorphism moderates the effect of child-care quality (but not quantity or type) on caregiver-reported externalizing problems at 54 months and in kindergarten and teacher-reported social skills at kindergarten and first grade--but not thereafter. Only children carrying the 7-repeat allele proved susceptible to quality-of-care effects. The behavior--problem interactions proved more consistent with diathesis-stress than differential-susceptibility thinking, whereas the reverse was true of the social-skills' results. Finally, the discerned Gene [genotype--environment interaction] Environment interactions did not account for previously reported parallel ones involving difficult temperament in infancy. (Contains 3 tables and 2 figures.) (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |