The association between infants’ self-regulatory behavior and MAOA gene polymorphism
2011; Wiley; Volume: 14; Issue: 5 Linguagem: Inglês
10.1111/j.1467-7687.2011.01047.x
ISSN1467-7687
AutoresMinghao Zhang, Xinyin Chen, Niobe Way, Hirokazu Yoshikawa, Huihua Deng, Xiaoyan Ke, Weiwei Yu, Ping Chen, Chuan He, Xia Chi, Zuhong Lu,
Tópico(s)Behavioral and Psychological Studies
ResumoDevelopmental ScienceVolume 14, Issue 5 p. 1059-1065 PAPER The association between infants' self-regulatory behavior and MAOA gene polymorphism Minghao Zhang, Minghao Zhang School of Education, Linyi University, China The Key Laboratory of Child Development and Learning Science, Research Center for Learning Science, Southeast University, Nanjing, ChinaSearch for more papers by this authorXinyin Chen, Xinyin Chen Graduate School of Education, University of Pennsylvania, USASearch for more papers by this authorNiobe Way, Niobe Way Department of Applied Psychology, New York University, USASearch for more papers by this authorHirokazu Yoshikawa, Hirokazu Yoshikawa Graduate School of Education, Harvard University, USASearch for more papers by this authorHuihua Deng, Huihua Deng The Key Laboratory of Child Development and Learning Science, Research Center for Learning Science, Southeast University, Nanjing, ChinaSearch for more papers by this authorXiaoyan Ke, Xiaoyan Ke Child Mental Health Research Center of Nanjing Brain Hospital, ChinaSearch for more papers by this authorWeiwei Yu, Weiwei Yu The Key Laboratory of Child Development and Learning Science, Research Center for Learning Science, Southeast University, Nanjing, ChinaSearch for more papers by this authorPing Chen, Ping Chen The Key Laboratory of Child Development and Learning Science, Research Center for Learning Science, Southeast University, Nanjing, ChinaSearch for more papers by this authorChuan He, Chuan He The Key Laboratory of Child Development and Learning Science, Research Center for Learning Science, Southeast University, Nanjing, ChinaSearch for more papers by this authorXia Chi, Xia Chi Nanjing Maternity and Child Health Care Hospital, Nanjing Medical University, ChinaSearch for more papers by this authorZuhong Lu, Zuhong Lu The Key Laboratory of Child Development and Learning Science, Research Center for Learning Science, Southeast University, Nanjing, ChinaSearch for more papers by this author Minghao Zhang, Minghao Zhang School of Education, Linyi University, China The Key Laboratory of Child Development and Learning Science, Research Center for Learning Science, Southeast University, Nanjing, ChinaSearch for more papers by this authorXinyin Chen, Xinyin Chen Graduate School of Education, University of Pennsylvania, USASearch for more papers by this authorNiobe Way, Niobe Way Department of Applied Psychology, New York University, USASearch for more papers by this authorHirokazu Yoshikawa, Hirokazu Yoshikawa Graduate School of Education, Harvard University, USASearch for more papers by this authorHuihua Deng, Huihua Deng The Key Laboratory of Child Development and Learning Science, Research Center for Learning Science, Southeast University, Nanjing, ChinaSearch for more papers by this authorXiaoyan Ke, Xiaoyan Ke Child Mental Health Research Center of Nanjing Brain Hospital, ChinaSearch for more papers by this authorWeiwei Yu, Weiwei Yu The Key Laboratory of Child Development and Learning Science, Research Center for Learning Science, Southeast University, Nanjing, ChinaSearch for more papers by this authorPing Chen, Ping Chen The Key Laboratory of Child Development and Learning Science, Research Center for Learning Science, Southeast University, Nanjing, ChinaSearch for more papers by this authorChuan He, Chuan He The Key Laboratory of Child Development and Learning Science, Research Center for Learning Science, Southeast University, Nanjing, ChinaSearch for more papers by this authorXia Chi, Xia Chi Nanjing Maternity and Child Health Care Hospital, Nanjing Medical University, ChinaSearch for more papers by this authorZuhong Lu, Zuhong Lu The Key Laboratory of Child Development and Learning Science, Research Center for Learning Science, Southeast University, Nanjing, ChinaSearch for more papers by this author First published: 04 June 2011 https://doi.org/10.1111/j.1467-7687.2011.01047.xCitations: 10 Xinyin Chen, Applied Psychology-Human Development Division, Graduate School of Education, University of Pennsylvania, 3700 Walnut St., Philadelphia, PA 19104-6216, USA; e-mail: [email protected] or Zuhong Lu, Research Center for Learning Science, Key Laboratory of Child Development and Learning Science, Southeast University, Nanjing, 210096, China; e-mail: [email protected] Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Abstract Self-regulatory behavior in early childhood is an important characteristic that has considerable implications for the development of adaptive and maladaptive functioning. The present study investigated the relations between a functional polymorphism in the upstream region of monoamine oxidase A gene (MAOA) and self-regulatory behavior in a sample of Chinese infants at 6 months of age. Self-regulation was assessed by observing infants' behavior of orienting visual attention away from a threatening event in the laboratory situation. The results indicated that regulatory behavior was associated with the functional MAOA gene polymorphism in girls, but not boys. Girls with 4/4 genotypes displayed significantly higher regulation than girls with 3/3 and 3/4 genotypes. The present study provided evidence for gender differences on the role of MAOA gene polymorphism in socioemotional functioning in the early years. Citing Literature Volume14, Issue5September 2011Pages 1059-1065 RelatedInformation
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