COMT rs4680 Met/Met 基因型与数学成绩呈正相关的初步证据。

IF 1.6 4区心理学 Q3 PSYCHOLOGY Developmental Neuropsychology Pub Date : 2024-04-01 Epub Date: 2024-03-10 DOI:10.1080/87565641.2024.2326879

Yaira Chamorro, Adriana P Mendizabal-Ruiz, Roberto A Abreu-Mendoza, J Alejandro Morales, María de Lourdes Ramírez-Dueñas, Esmeralda Matute

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引用次数: 0

摘要

为了确定 COMT 多态性是否与作为数学能力预测因素的执行功能相互作用，我们评估了 38 名青少年（平均年龄 = 16.4 ± 0.80 岁，智商 > 80），他们来自一项针对高中生数学能力筛查的大型研究。我们对这些青少年进行了COMT Val158Met多态性基因分型（分为Met/Met携带者和Val携带者），并完成了WRAT数学成绩测试、工作记忆、抑制控制和移位任务。Met/Met携带者的WRAT得分高于Val携带者（W = 229，P = .009）。基因型组是 WRAT 分数的中强预测因子（β = 0.56 至 0.74）。未发现基因型与执行功能之间存在相互作用。我们的研究结果表明，rs4680 Met/Met基因型与数学成绩呈正相关。

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Preliminary Evidence for a Positive Relation Between the COMT rs4680 Met/Met Genotype and Math Achievement.

To identify if COMT polymorphisms interact with executive functions as predictors of math skills, we assessed 38 adolescents (mean age = 16.4 ± 0.80 years, IQ > 80) from a larger study of high-school students screened for their mathematical abilities. Adolescents were genotyped for the COMT Val158Met polymorphism (grouped as Met/Met or Val-carriers) and completed the WRAT math achievement test, working-memory, inhibitory-control, and shifting tasks. Met/Met-carriers achieved higher WRAT scores than the Val-carriers (W = 229, p = .009). Genotype group was a moderate-to-strong predictor of WRAT scores (β = 0.56 to 0.74). No genotype/executive-function interaction was detected. Our findings suggest that the rs4680 Met/Met genotype is positively associated with math achievement.

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来源期刊

Developmental Neuropsychology 医学-心理学

CiteScore

2.80

自引率

6.70%

发文量

审稿时长

>12 weeks

期刊介绍： Devoted to exploring relationships between brain and behavior across the life span, Developmental Neuropsychology publishes scholarly papers on the appearance and development of behavioral functions, such as language, perception, and social, motivational and cognitive processes as they relate to brain functions and structures. Appropriate subjects include studies of changes in cognitive function—brain structure relationships across a time period, early cognitive behaviors in normal and brain-damaged children, plasticity and recovery of function after early brain damage, the development of complex cognitive and motor skills, and specific and nonspecific disturbances, such as learning disabilities, mental retardation, schizophrenia, stuttering, and developmental aphasia. In the gerontologic areas, relevant subjects include neuropsychological analyses of normal age-related changes in brain and behavioral functions, such as sensory, motor, cognitive, and adaptive abilities; studies of age-related diseases of the nervous system; and recovery of function in later life. Empirical studies, research reviews, case reports, critical commentaries, and book reviews are featured in each issue. By publishing both basic and clinical studies of the developing and aging brain, the journal encourages additional scholarly work that advances understanding of the field of lifespan developmental neuropsychology.