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Autor/inn/en | Davies, Patrick T.; Cicchetti, Dante |
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Titel | How and Why Does the 5-HTTLPR Gene Moderate Associations between Maternal Unresponsiveness and Children's Disruptive Problems? |
Quelle | In: Child Development, 85 (2014) 2, S.484-500 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0009-3920 |
DOI | 10.1111/cdev.12148 |
Schlagwörter | Genetics; Mothers; Parent Child Relationship; Affective Behavior; Behavior Problems; Disadvantaged Youth; African Americans; Young Children; Toddlers; Structural Equation Models; Predictor Variables; Symptoms (Individual Disorders); Hypothesis Testing; At Risk Persons; Responses; Psychological Patterns Humangenetik; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Affective disturbance; Active behaviour; Affektive Störung; Benachteiligter Jugendlicher; Afroamerikaner; Frühe Kindheit; Infant; Infants; Toddler; Kleinkind; Prädiktor; Psychiatrische Symptomatik; Hypothesenprüfung; Hypothesentest; Risikogruppe |
Abstract | This study tested the 5-HTTLPR gene as a moderator in the relation between maternal unresponsiveness and child externalizing symptoms in a disadvantaged, predominantly Black sample of two hundred and one 2-year-old children and their mothers. Using a multimethod, prospective design, structural equation model analyses indicated that maternal unresponsiveness significantly predicted increases in externalizing symptoms 2 years later only for children possessing the LL genotype. Moderation was expressed in a "for better" or "for worse" form hypothesized in differential susceptibility theory. In examining why the risk posed by maternal unresponsiveness differed across the 5-HTTLPR polymorphism, mediated moderation analyses showed that children's angry reactivity to maternal negativity partly accounted for the greater susceptibility of homozygous L carriers to variations in maternal unresponsiveness. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |