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The Dyslexia Candidate Locus on 2p12 Is Associated with General Cognitive Ability and White Matter Structure

To further explore the effect of disorder-associated genes on cognitive functions, we investigated whether they play a role in broader cognitive traits.

Do hypertensive diseases of pregnancy disrupt neurocognitive development in offspring?

Evaluating the twin testosterone transfer hypothesis: A review of the empirical evidence

In this paper we review the evidence that fetuses gestated with a male co-twin are masculinized in development, perhaps due to the influence of prenatal...

Duration of general anaesthetic exposure in early childhood and long-term language and cognitive ability

Anaesthetic dose causing toxicity in animals has been evaluated, but the relationship between duration of VA exposure and development in children remains vague.

Late talkers and later language outcomes: Predicting the different language trajectories

The aim of the current study was to investigate the risk factors present at 2 years for children who showed language difficulties that persisted

A Genome-Wide Association Meta-Analysis of Attention-Deficit/Hyperactivity Disorder Symptoms in Population-Based Pediatric Cohorts

The SNP-based heritability for ADHD symptom scores indicates a polygenic architecture, and genes involved in neurite outgrowth are possibly involved

A genome-wide approach to children's aggressive behavior: The EAGLE consortium

Common variants at 2p12 show suggestive evidence for association with childhood aggression

A longitudinal examination of perinatal testosterone, estradiol and vitamin D as predictors of handedness outcomes in childhood and adolescence

The developmental origins of handedness remain elusive, though very early emergence suggests individual differences manifesting in utero could play an important role. Prenatal testosterone and Vitamin D exposure are considered, yet findings and interpretations remain equivocal.

Genome-wide analyses of individual differences in quantitatively assessed reading- and language-related skills in up to 34,000 people

The use of spoken and written language is a fundamental human capacity. Individual differences in reading- and language-related skills are influenced by genetic variation, with twin-based heritability estimates of 30 to 80% depending on the trait. The genetic architecture is complex, heterogeneous, and multifactorial, but investigations of contributions of single-nucleotide polymorphisms (SNPs) were thus far underpowered.

Reporting Both Unadjusted and Adjusted Estimates Is Essential to the Interpretation of Randomized Clinical Trial Results - Reply

Andrew Matt Videos Whitehouse Watch and listen to Andrew Cooper PhD BCA Marketing, BSc Statistics and Applied Statistics, PhD Deputy Director (