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1q21.1 distal copy number variants are associated with cerebral and cognitive alterations in humans
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Altered structural brain asymmetry in autism spectrum disorder in a study of 54 datasets
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In: ISSN: 2041-1723 ; EISSN: 2041-1723 ; Nature Communications ; https://hal.archives-ouvertes.fr/hal-02365089 ; Nature Communications, Nature Publishing Group, 2019, 10 (1), ⟨10.1038/s41467-019-13005-8⟩ (2019)
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Human subcortical brain asymmetries in 15,847 people worldwide reveal effects of age and sex
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In: ISSN: 1931-7557 ; EISSN: 1931-7565 ; Brain imaging and behavior (Brain Imaging Behav) ; https://hal.archives-ouvertes.fr/hal-01382787 ; Brain imaging and behavior (Brain Imaging Behav), Secaucus, NJ : Springer, 2017, 11 (5), pp.1497-1514. ⟨10.1007/s11682-016-9629-z⟩ (2017)
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Novel genetic loci associated with hippocampal volume
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In: ISSN: 2041-1723 ; EISSN: 2041-1723 ; Nature Communications ; https://hal.archives-ouvertes.fr/hal-01488337 ; Nature Communications, Nature Publishing Group, 2017, 8, pp.13624. ⟨10.1038/ncomms13624⟩ (2017)
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Novel genetic loci underlying human intracranial volume identified through genome-wide association
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In: ISSN: 1097-6256 ; EISSN: 1546-1726 ; Nature Neuroscience ; https://hal.archives-ouvertes.fr/hal-01382716 ; Nature Neuroscience, Nature Publishing Group, 2016, 19 (12), pp.1569-1582. ⟨10.1038/nn.4398⟩ (2016)
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ENIGMA and the individual: Predicting factors that affect the brain in 35 countries worldwide
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In: ISSN: 1053-8119 ; EISSN: 1095-9572 ; NeuroImage ; https://hal.archives-ouvertes.fr/hal-01380998 ; NeuroImage, Elsevier, 2015, ⟨10.1016/j.neuroimage.2015.11.057⟩ (2015)
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Common genetic variants influence human subcortical brain structures.
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In: ISSN: 0028-0836 ; EISSN: 1476-4679 ; Nature ; https://hal.archives-ouvertes.fr/hal-01196805 ; Nature, Nature Publishing Group, 2015, 520 (7546), pp.224-9. ⟨10.1038/nature14101⟩ (2015)
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The ENIGMA Consortium: large-scale collaborative analyses of neuroimaging and genetic data
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In: ISSN: 1931-7557 ; EISSN: 1931-7565 ; Brain imaging and behavior (Brain Imaging Behav) ; https://hal-pasteur.archives-ouvertes.fr/pasteur-01967166 ; Brain imaging and behavior (Brain Imaging Behav), Secaucus, NJ : Springer, 2014, 8 (2), pp.152-182. ⟨10.1007/s11682-013-9269-5⟩ (2014)
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Childhood intelligence is heritable, highly polygenic and associated with FNBP1L
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Educational Attainment: A Genome Wide Association Study in 9538 Australians
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Genetic variance in a component of the language acquisition device: ROBO1 polymorphisms associated with phonological buffer deficits
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A Bivariate Twin Study of Regional Brain Volumes and Verbal and Nonverbal Intellectual Skills During Childhood and Adolescence
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Abstract:
Twin studies indicate that both intelligence and brain structure are moderately to highly heritable. Recent bivariate studies of adult twins also suggest that intelligence and brain morphometry are influenced by shared genetic factors. The current study examines shared genetic and environmental factors between brain morphometry and intelligence in a sample of children and adolescents (twins, twin siblings, and singletons; n = 649, ages 4–19). To extend previous studies, brain morphometric data were parsed into subregions (lobar gray/white matter volumes, caudate nucleus, lateral ventricles) and intelligence into verbal and nonverbal skills (Wechsler Vocabulary and Block Design subtests). Phenotypic relationships between brain volumes and intelligence were small. Verbal skills shared unique environmental effects with gray matter volumes while nonverbal skills shared genetic effects with both global and regional gray and white matter. These results suggest that distinct mechanisms contribute to the small phenotypic relationships between brain volumes and verbal versus nonverbal intelligence.
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Keyword:
Article
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URL: http://www.ncbi.nlm.nih.gov/pubmed/20112131 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2996830 https://doi.org/10.1007/s10519-009-9329-1
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A bivariate twin study of regional brain volumes and verbal and nonverbal intellectual skills during childhood and adolescence
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Genetic covariation between the author recognition test and reading and verbal abilities: What can we learn from the analysis of high performance?
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