Associations between empirically proportionate and disproportionate fears of cancer recurrence and anxiety and depression in uveal melanoma survivors: Five-year prospective study.

OBJECTIVE: Fear of cancer recurrence (FCR) may develop into elevated anxiety or depression symptoms, but few risk factors for this development are known. Objective recurrence risk estimation is possible in some cancers. Using theories of risk communication and phobias, we examined whether the proportionality of FCR to known objective recurrence risk influences the development of anxiety and depression symptoms. METHOD: Uveal melanoma (UM) patients can opt for reliable prognostic testing. Patients experience either a 'good' or 'poor' prognostic outcome, whereby 10-year mortality due to metastatic disease is, respectively, low or high. In a five-year prospective study of a consecutive sample of 589 UM survivors, we used random intercept cross lagged panel analyses to examine whether proportionality differentially influences whether FCR progresses to anxiety and depression. RESULTS: Positive cross paths predicting anxiety from FCR were stronger in the poor prognosis group than the good prognosis and not tested groups. Prognostic group differences were not evident for depression. CONCLUSIONS: FCR was more likely to progress to elevated anxiety symptoms when proportionate to the known objective recurrence risk. Objective evidence may play a prominent role in the development and structure of fear because it assumes a high epistemic weight that activates a wide range of emotional and cognitive responses. Interventions that assist survivors to tolerate FCR in the presence of higher recurrence risks may be important in reducing anxiety symptoms.

Measuring CHAOS? Evaluating the short-form Confusion, Hubbub And Order Scale.

The Confusion, Hubbub and Order Scale (CHAOS) - short form - is a survey tool intended to capture information about home environments. It is widely used in studies of child and adolescent development and psychopathology, particularly twin studies. The original long form of the scale comprised 15 items and was validated in a sample of infants in the 1980s. The short form of the scale was developed in the late 1990s and contains six items, including four from the original scale, and two new items. This short form has not been validated and is the focus of this study. We use five samples drawn from twin studies in Australia, the UK, and the USA, and examine measurement invariance of the CHAOS short-form. We first compare alternate confirmatory factor models for each group; we next test between-group configural, metric and scalar invariance; finally, we examine predictive validity of the scale under different conditions. We find evidence that a two-factor configuration of the six items is more appropriate than the commonly used one-factor model. Second, we find measurement non-invariance across groups at the metric invariance step, with items performing differently depending on the sample. We also find inconsistent results in tests of predictive validity using family-level socioeconomic status and academic achievement as criterion variables. The results caution the continued use of the short-form CHAOS in its current form and recommend future revisions and development of the scale for use in developmental research.

The codevelopment of reading and attention from middle childhood to early adolescence: A multivariate latent growth curve study.

Attention skills are strong cross-sectional predictors of reading comprehension from childhood through to adolescence. However, less is known about the developmental relations between these two domains across this period. This study examined the codevelopment of reading and attention in a community sample of 614 Australian school students (50% female). Reading and attention were assessed at ages 8, 10, 12, and 14. Results of univariate latent growth models demonstrated, on average, curvilinear trajectories for reading in which rapid growth across younger age spans decelerates as children reach adolescence. By contrast, attention skills remained relatively stable on average. Significant negative correlations were observed between the intercept and slope factors in separate reading (r = -.62) and attention models (r = -.39) suggesting compensatory growth patterns in which poorer performing students in both domains at age 8 have steeper trajectories than their higher performing peers. A comparison of a multivariate latent growth model and an autoregressive latent trajectory model with structured residuals (ALT-SR) examined the interrelatedness of development in reading and attention. Both between-individual and within-individual cross-domain parameters showed reading and attention to be positively related at Grade 3, indicating an association between better attention and higher reading achievement at age 8. However, there was little evidence for interrelated growth across domains in this sample. The results contribute to theories which explain whether and how multiple cognitive domains codevelop over a substantial period of childhood and early adolescence. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Genetic and Environmental Influences on Perceived Social Support: Differences by Sex and Relationship.

Previous research has shown that self-reports of the amount of social support are heritable. Using the Kessler perceived social support (KPSS) measure, we explored sex differences in the genetic and environmental contributions to individual differences. We did this separately for subscales that captured the perceived support from different members of the network (spouse, twin, children, parents, relatives, friends and confidant). Our sample comprised 7059 male, female and opposite-sex twin pairs aged 18-95 years from the Australian Twin Registry. We found tentative support for different genetic mechanisms in males and females for support from friends and the average KPSS score of all subscales, but otherwise, there are no sex differences. For each subscale alone, the additive genetic (A) and unique environment (E) effects were significant. By contrast, the covariation among the subscales was explained - in roughly equal parts - by A, E and the common environment, with effects of different support constellations plausibly accounting for the latter. A single genetic and common environment factor accounted for between half and three-quarters of the variance across the subscales in both males and females, suggesting little heterogeneity in the genetic and environmental etiology of the different support sources.

Exploring the Associations Between Delayed School Entry and Achievement in Primary and Secondary School.

This research investigated whether delayed school entry was associated with higher achievement in national tests of reading and numeracy in Grades 3, 5, 7, and 9 (n = 2,823). Delayed entry was related to advantages in reading (0.14 SD) and numeracy (0.08 SD) at Grade 3, although little variance was explained (1%-2%). This slight advantage persisted for both domains in Grades 5 and 7, albeit with smaller effects. In Grade 9 there was no association between delayed entry and either reading or numeracy. Exploratory analyses with subsamples in each grade (n = 424-667) revealed no associations between delayed entry and achievement after controlling for inattention and hyperactivity, and negative associations between inattention and achievement in all grades in both domains (-0.33, -0.49 SD).

Exploring the Influence of Early Childhood Education and Care on the Etiology of Achievement.

The present study used a genetically-sensitive quantile regression approach to examine the relation between participation in early childhood education and care (ECEC) and subsequent school performance in literacy and numeracy at grades 3, 5, 7, and 9. The sample consisted of 1255 twin pairs (596 MZ; 659 DZ) with information on both ECEC and the National Assessment Program-Literacy and Numeracy (NAPLAN) scores from the Twin Study of NAPLAN. Results indicated variation in heritability estimates across the distributions of achievement, suggesting that different patterns of etiological influences may exist among children of different ability levels. Additionally, the results provided no evidence that ECEC significantly influenced achievement, and in the genetically-sensitive analyses, no evidence that ECEC moderated the influences of heritability of achievement for typically advantaged children. These results suggest that ECEC may not provide the levels of environmental support for later achievement that advocates claim, although we acknowledge that ECEC quality, which was not measured in the current study, may make a difference in whether or not ECEC influences achievement.

The Academic Development Study of Australian Twins (ADSAT): Research Aims and Design.

The Academic Development Study of Australian Twins was established in 2012 with the purpose of investigating the relative influence of genes and environments in literacy and numeracy capabilities across two primary and two secondary school grades in Australia. It is the first longitudinal twin project of its kind in Australia and comprises a sample of 2762 twin pairs, 40 triplet sets and 1485 nontwin siblings. Measures include standardized literacy and numeracy test data collected at Grades 3, 5, 7 and 9 as part of the National Assessment Program: Literacy and Numeracy. A range of demographic and behavioral data was also collected, some at multiple longitudinal time points. This article outlines the background and rationale for the study and provides an overview for the research design, sample and measures collected. Findings emerging from the project and future directions are discussed.

Comment on Asbury and Wai (2019), "Viewing education policy through a genetic lens," Journal of School Choice.

Asbury and Wai (Journal of School Choice, 2019) perform a valuable service by summarizing much available behavior--genetic research on academic achievement. However they consider that no specific policies stem from the research body at this time. Here we do propose a policy based on some of our research using twins, namely that available funding for students struggling with learning to read be targeted to them individually rather than allocated to schools per se. We briefly canvass some practical issues, such as the variety of funding mechanisms, best-practice intervention techniques, and identification of struggling readers. We also outline a general research strategy for uncovering factors contributing to educational attainment that takes behavior-genetic research as its starting point and drills down from there, and advocate including genetically-sensitive methods in a growing list of quantitative research techniques in education.

Differential Influences of Genes and Environment Across the Distribution of Reading Ability.

We partitioned early childhood reading into genetic and environmental sources of variance and examined the full distribution of ability levels from low through normal to high as computed by quantile regression. The full sample comprised twin pairs measured at preschool (n = 977), kindergarten (n = 1028), grade 1 (n = 999), and grade 2 (n = 1000). Quantile regression analyses of the full distribution of literacy ability showed genetic influence in all grades from preschool to grade 2. At preschool, the low end of the distribution had higher genetic influence than the high end of the distribution and the shared environment influence was the opposite. These shared environment influences of preschool became insignificant with formal schooling. This suggests that higher scores in pre-literacy skills (preschool) are more influenced by shared environment factors, though these are short-lived. This study discusses the factors that may be influencing the results.

Little Evidence That Socioeconomic Status Modifies Heritability of Literacy and Numeracy in Australia.

Socioeconomic status (SES) has been found to moderate the influence of genes and the environment on cognitive ability, such that genetic influence is greater when SES is higher, and the shared environment is greater when SES is lower, but not in all Western countries. The effects of both family and school SES on the heritability of literacy and numeracy in Australian twins aged 8, 10, 12, and 14 years with 1,307, 1,235, 1,076, and 930 pairs at each age, respectively, were tested. Shared environmental influences on Grade 3 literacy were greater with low family SES, and no other moderating effects of SES were significant. These findings are contrasted with results from the United States and the United Kingdom.

Adult attachment and social anxiety: The mediating role of emotion regulation strategies.

Despite extensive evidence relating attachment dimensions to maladaptive interpersonal behaviours and dysfunctional emotion regulation strategies, few studies have explored social anxiety in the context of adult attachment dimensions. The aim of the present study was to investigate whether attachment-related anxiety and avoidance are associated with symptoms of social anxiety and whether cognitive emotion regulation strategies (reappraisal and suppression) play a role in the relationship between adult attachment and social anxiety. A sample of 253 adults (male n = 47, 18.6%; female n = 202, 79.8%; gender not disclosed n = 4, 1.6%) ranging in age from 18 to 74 years (M = 33.12, SD = 11.56) completed an online questionnaire that consisted of the Experience in Close Relationships-Revised Questionnaire (ECR-R); The Inventory of Interpersonal Situations Discomfort scale (IIS-D); and The Emotion Regulation Questionnaire (ERQ). Results indicated that both attachment anxiety and attachment avoidance have a direct effect on indices of social anxiety symptomology. Reappraisal partially mediated the relationship between attachment anxiety and social anxiety. However, the relationship between attachment avoidance and social anxiety was not mediated by the use of reappraisal and suppression. Findings of the study have implications for the development of clinical interventions targeting mediators of psychological distress associated with social anxiety.

Gene-Environment Interactions in ADHD: The Roles of SES and Chaos.

Although attention-deficit/hyperactivity disorder (ADHD) is highly heritable, emerging evidence suggests symptoms are associated with interactions between genes and the environment (GxE) during development. This study tested whether heritability of ADHD symptoms is moderated by two environmental factors: socioeconomic status (SES) and chaos (household disorganisation). A population sample of 520 twin pairs (N = 1040, 52.3% female) from 6 to 15 years completed measures of behavior and home environment. Structural equation modelling was then used to test whether environmental factors were associated with a change in the extent to which genes explain variability in ADHD symptoms. Neither chaos nor SES moderated heritability, with consistent contributions from both genes and environment indicated across socioeconomic strata and levels of chaos. This finding contrasts with those of previous research, underlining the need to replicate results in the emerging field of GxE research across different populations and statistical methods. Robust findings may assist in developing targeted interventions for genetically vulnerable individuals.

Associations between selected dietary behaviours and academic achievement: A study of Australian school aged children.

BACKGROUND: Research investigating the effects of dietary behaviours on children's academic achievement has predominately focused on breakfast consumption. The aim of this study was to conduct secondary analysis to examine associations between a range of dietary behaviours and children's academic achievement. METHODOLOGY: Data on five dietary variables (fruit intake; vegetable intake; consumption of takeaway; sugar sweetened beverages; and breakfast) and scores in the five domains of a standardised academic achievement test known as NAPLAN (reading, writing, grammar/punctuation, spelling and numeracy) were obtained for Australian children aged 8-15 years in school grades three (n = 1185), five (n = 1147), seven (n = 1053) and nine (n = 860). Mixed linear models adjusted for socioeconomic status and gender were used to examine associations between dietary behaviours and academic scores. RESULTS: Greater consumption of vegetables with the evening meal (7 nights/week) was associated with higher test scores in the domains of spelling and writing (p=<0.01), with the greatest effect observed for spelling with a mean score difference of 86 ± 26.5 NAPLAN points between the highest and lowest levels of consumption (95% CI: 34.0-138.1; p=<0.01). Increased consumption of sugar sweetened beverages was associated with significantly lower test scores in reading, writing, grammar/punctuation and numeracy (<0.01). PRINCIPLE CONCLUSIONS: The findings of this study demonstrate dietary behaviours are associated with higher academic achievement. Future research should further explore relationships between a wide range of dietary behaviours and children's academic achievement.

Cue-Reactive Rationality, Visual Imagery and Volitional Control Predict Cue-Reactive Urge to Gamble in Poker-Machine Gamblers.

Poker-machine gamblers have been demonstrated to report increases in the urge to gamble following exposure to salient gambling cues. However, the processes which contribute to this urge to gamble remain to be understood. The present study aimed to investigate whether changes in the conscious experience of visual imagery, rationality and volitional control (over one's thoughts, images and attention) predicted changes in the urge to gamble following exposure to a gambling cue. Thirty-one regular poker-machine gamblers who reported at least low levels of problem gambling on the Problem Gambling Severity Index (PGSI), were recruited to complete an online cue-reactivity experiment. Participants completed the PGSI, the visual imagery, rationality and volitional control subscales of the Phenomenology of Consciousness Inventory (PCI), and a visual analogue scale (VAS) assessing urge to gamble. Participants completed the PCI subscales and VAS at baseline, following a neutral video cue and following a gambling video cue. Urge to gamble was found to significantly increase from neutral cue to gambling cue (while controlling for baseline urge) and this increase was predicted by PGSI score. After accounting for the effects of problem-gambling severity, cue-reactive visual imagery, rationality and volitional control significantly improved the prediction of cue-reactive urge to gamble. The small sample size and limited participant characteristic data restricts the generalizability of the findings. Nevertheless, this is the first study to demonstrate that changes in the subjective experience of visual imagery, volitional control and rationality predict changes in the urge to gamble from neutral to gambling cue. The results suggest that visual imagery, rationality and volitional control may play an important role in the experience of the urge to gamble in poker-machine gamblers.

Genetic and Environmental Influences on Literacy and Numeracy Performance in Australian School Children in Grades 3, 5, 7, and 9.

We examined the extent to which genes and the environment contributed to variation in and covariation among reading, spelling, grammar and punctuation, writing, and numeracy in Australian school children in Grades 3, 5, 7, and 9. Heritability was generally high: reading .58-.71 (excepting Grade 5 girls), spelling .68-.78; grammar and punctuation .52-.66, writing .39-.52, and numeracy .39-.79. Boys' performance varied more than girls in spelling and numeracy, and the common environment was a greater influence in girls than boys in Grade 3 numeracy and Grade 5 reading. Independent pathway models showed similar genetic and environmental structures at each grade with approximately one third to one half of the variation in each domain due to genes that influenced all domains. The covariation among the domains was largely mediated by genes. Results suggest substantial uniformity in the environmental factors influencing these academic domains.

Longitudinal Stability and Growth in Literacy and Numeracy in Australian School Students.

We explored the genetic and environmental influence on both stability and growth in literacy and numeracy in 1927 Australian twin pairs from Grade 3 to Grade 9. Participants were tested on reading, spelling, grammar and punctuation, writing, and numeracy. In each domain, performance across time was highly correlated and this stability in performance was primary due to genes. Key findings on growth showed that reading followed a compensatory growth pattern that was largely due to genetic effects, while variation in growth in the other literacy domains was predominantly due to environmental influences. Genes and the shared environment influenced growth in numeracy for girls, while for boys it was influenced by the shared and unique environment. These results suggest that individual differences in growth of reading are primarily due to a genetically influenced developmental delay in the acquisition of necessary skills, while environmental influences, perhaps including different schools or teachers, are more important for the other domains.

Teaching Research Methods and Statistics in eLearning Environments: Pedagogy, Practical Examples, and Possible Futures.

Generally, academic psychologists are mindful of the fact that, for many students, the study of research methods and statistics is anxiety provoking (Gal et al., 1997). Given the ubiquitous and distributed nature of eLearning systems (Nof et al., 2015), teachers of research methods and statistics need to cultivate an understanding of how to effectively use eLearning tools to inspire psychology students to learn. Consequently, the aim of the present paper is to discuss critically how using eLearning systems might engage psychology students in research methods and statistics. First, we critically appraise definitions of eLearning. Second, we examine numerous important pedagogical principles associated with effectively teaching research methods and statistics using eLearning systems. Subsequently, we provide practical examples of our own eLearning-based class activities designed to engage psychology students to learn statistical concepts such as Factor Analysis and Discriminant Function Analysis. Finally, we discuss general trends in eLearning and possible futures that are pertinent to teachers of research methods and statistics in psychology.

Does the Environment Have an Enduring Effect on ADHD? A Longitudinal Study of Monozygotic Twin Differences in Children.

Environmental factors play a key role in the development of Attention-Deficit/Hyperactivity Disorder (ADHD), but the long-term effects of these factors are still unclear. This study analyses data from 1024 monozygotic (identical) twins in Australia, the United States, and Scandinavia who were assessed for ADHD in Preschool, Kindergarten, Grade 1, and Grade 2. Differences within each twin pair were used as a direct measure of non-shared environmental effects. The Trait-State-Occasion (TSO) model developed by Cole et al. (Psychological Methods, 10, 3-20, 2005) was used to separate the non-shared environmental effects into stable factors, and transient factors that excluded measurement error. Stable factors explained, on average, 44 % and 39 % of the environmental variance in hyperactive-impulsive and inattentive symptoms, respectively. Transient effects explained the remaining 56 % and 60 % of variance. The proportion of stable variance was higher than expected based on previous research, suggesting promise for targeted interventions if future research identifies these stable risk factors.

Heritability of preferred thinking styles and a genetic link to working memory capacity.

Genetic and environmental contributions to preferences for rational and experiential thinking were examined in 100 pairs of monozygotic and 73 pairs of same-sex dizygotic Australian twins. Univariate analyses for experiential thinking and working memory capacity (WMC) revealed genetic effects accounted for 44% and 39% of the variability respectively, with non-shared environmental effects accounting for the balance. For rational thinking, the univariate models produced ambiguous results about the relative roles of heritability and shared environment, but a subsequent Cholesky analysis suggested genetic effects accounted for 34%, with the balance, 66%, explained by the non-shared environment. The Cholesky analysis revealed that shared genetic effects accounted for 60%, and non-shared environment accounted for 40% of the relationship between preference for rational thinking and WMC.

Multivariate genetic analysis of learning and early reading development.

The genetic factor structure of a range of learning measures was explored in twin children, recruited in preschool and followed to Grade 2 (total N = 2084). Measures of orthographic learning and word reading were included in the analyses to determine how these patterned with the learning processes. An exploratory factor analysis of the genetic correlations among the variables indicated a three-factor model. Vocabulary tests loaded on the first factor, the Grade 2 measures of word reading and orthographic learning, plus preschool letter knowledge, loaded on the second, and the third was characterized by tests of verbal short-term memory. The three genetic factors correlated, with the second (print) factor showing the most specificity. We conclude that genetically-influenced learning processes underlying print-speech integration, foreshadowed by preschool letter knowledge, have a degree of independence from genetic factors affecting spoken language. We also argue that the psychology and genetics of associative learning be afforded a more central place in studies of reading (dis)ability, and suggest some links to molecular studies of the genetics of learning.