Genetic influences on adolescent sexual behavior: Why genes matter for environmentally oriented researchers.

Harden, K. Paige

doi:10.1037/a0033564

Cited by 72 publications

(67 citation statements)

References 266 publications

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“…We take a biodemographic perspective on fertility that emphasizes the importance of biological and genetic influences, but still seriously considers the dynamics between biology and the social environment (Harden, 2014; Rodgers et al, 2001; Rodgers et al, 2000; Udry, 1996). Integrating social-demographic and biodemographic perspectives on fertility, we hypothesize that, because heritable characteristics influence whether individuals adopt novel fertility practices, historical transitions that introduce innovative fertility practices will lead to a magnification of genetic influences on fertility behavior.…”

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confidence: 99%

Genotype × Cohort Interaction on Completed Fertility and Age at First Birth

2014

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Microevolutionary projections use empirical estimates of genetic covariation between physical or psychological phenotypes and reproductive success to forecast changes in the population distributions of those phenotypes over time. The validity of these projections depends on relatively consistent heritabilities of fertility-relevant outcomes and consistent genetic covariation between fertility and other physical or psychological phenotypes across generations. However, well-documented, rapidly changing mean trends in the level and timing of fertility may have been accompanied by differences in the genetic mechanisms of fertility. Using a sample of 933 adult twin pairs from the Midlife Development in the United States study, we demonstrate that genetic influences on completed fertility and age at first birth were trivial for the 1920 to 1935 birth cohort, but rose substantially for the 1936 to 1955 birth cohort. For the 1956 to 1970 birth cohort, genetic influences on completed fertility, but not age at first birth, persisted. Because the heritability of fertility is subject to change dynamically with the social context, it is difficult to project selection pressures or the rate at which selection will occur.

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confidence: 99%

Genotype × Cohort Interaction on Completed Fertility and Age at First Birth

2014

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“…Yet, there are two broad explanations for the associations between menarcheal age and adolescent emotional and behavioral problems (Harden 2014). One possibility, consistent with the aforementioned hypotheses, is that early menarcheal age is an independent risk factor for the development of adolescent emotional and behavioral outcomes (i.e., there is a causal relation).…”

Section: Introductionmentioning

confidence: 99%

“…Consistent with the above theoretical frameworks, many studies have identified that early menarcheal age is associated with adolescent emotional and behavioral problems (see Mendle et al 2007; Negriff and Susman 2011 for reviews). Few studies, however, have used design features that can test the generalizability of the associations and rule out confounding factors that may account for the identified associations (Harden 2014). The current study, therefore, used statistical analyses and methodological design features to examine the mechanisms by which depressive symptoms, delinquency, and early intercourse are associated with menarcheal age during adolescence by testing (a) whether associations differ across racial and ethnic groups and (b) whether associations remain when controlling for genetic and environmental confounds (i.e., remain within-families) or whether they are attenuated (i.e., between-family processes account for the association).…”

Section: Introductionmentioning

confidence: 99%

Clarifying the Associations between Age at Menarche and Adolescent Emotional and Behavioral Problems

Vaughan

Hulle

Beasley

et al. 2015

J Youth Adolescence

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Better understanding risk factors for the development of adolescent emotional and behavioral problems can help with intervention and prevention efforts. Previous studies have found that an early menarcheal age predicts several adolescent problems, including depressive symptoms, delinquency, and early age at first intercourse. Few studies, nevertheless, have explicitly tested (a) whether the associations with menarcheal age vary across racial/ethnic groups or (b) whether the sources of the associations are within-families (i.e., consistent with a direct, causal link) or only between-families (i.e., due to selection or confounding factors). The current study analyzed data from a nationally representative US Sample of females (N = 5,637). We examined whether race/ethnicity moderated the associations between early menarche and several adolescent problems by using multiple-group analyses and we examined the degree to which genetic and environmental factors shared by family members account for the associations by comparing sisters and cousins with differing menarcheal ages. Menarcheal age predicted subsequent depressive symptoms, delinquency, and early age at first intercourse in the population. The magnitudes of the associations were similar across all racial/ethnic groups for all outcomes. The within-family associations (i.e., when comparing siblings and cousins with different menarcheal age) were large and statistically significant when predicting early intercourse, but not the other outcomes. The findings suggest that selection or confounding factors account for the associations between menarcheal age and subsequent depressive symptoms and delinquency, whereas the independent association between menarcheal age and early age at first intercourse is consistent with a direct, causal effect.

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“…Modern science suggests that we consider human behavior from a behavioral genetics viewpoint. For instance, Harden (2014), through quantitative genetic studies (e.g., twin and family studies), argues for the existence of heritable variations in adolescent sexual behavior, meaning that genetic differences shape sexual preferences. Human memory also correlates with genetics (Gedeminas Luksys et al, 2015).…”

Section: Evolutionary Psychology Behavioral Genetics and Linguisticsmentioning

confidence: 99%

Linguistic Approaches in Teaching History of Science and Technology Courses through a Content Block on Cognitive Sciences

Krasnyak

Fanguy²,

Tikhonova

2016

JLE

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History of Science and Technology (HST) courses are increasingly becoming part of core curriculums for undergraduate students due to an increased emphasis on scientific literacy. HST courses should aim to help students gain an understanding of the nature of science and should enable them to reflect epistemologically. The authors suggest teaching HST courses through several interchangeable content blocks, and herein, present the material and discussion topics that they believe should be implemented in a content block on cognitive sciences through a linguistic component. Language has a special meaning for humankind as it indicates its unique ability in the evolutionary development and in creating a new social environment. Therefore, paying special attention to the linguistic component when teaching HST courses helps students obtain a basic level of linguistic knowledge as its interdisciplinary approaches are increased through the study of cognitive sciences such as evolutionary psychology, behavioral genetics, and artificial intelligence. In order to represent a practical meaning of linguistics in the processes of constructing social environment, the authors conducted an empirical study based on the analysis of media texts. We asked 63 sophomores majoring in social sciences and humanities, who are affiliated with the Peoples' Friendship University of Russia and the Moscow State Institute of International Relations to choose 60 media texts, both broadsheets and tabloids, on social and political content. Estimating and analyzing the surveys allowed the authors to determine students' abilities to identify communicative strategies that were used in the media texts, to understand the role of the strategies in forming the social environment of a person or a group, and to recognize how using the tools of cognitive linguistics enhances sophisticated thinking and develops synergetic perceptions of every individual. The current educational system is facing a reality in which simply transferring information from a professor to a student no longer seems adequate. Previous methods of conveying information are now being modernized. The role of the educator has changed dramatically into that of a facilitator of group discussions, peer instruction, and the use of digital media and learning technologies. The instructor now also plays the role of a collaborator, acting as a partner in the learning process. In the classroom, students are learning how to find information on their own, and this is reflected in society as, now more than ever, people

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Genetic influences on adolescent sexual behavior: Why genes matter for environmentally oriented researchers.

Cited by 72 publications

References 266 publications

Genotype × Cohort Interaction on Completed Fertility and Age at First Birth

Genotype × Cohort Interaction on Completed Fertility and Age at First Birth

Clarifying the Associations between Age at Menarche and Adolescent Emotional and Behavioral Problems

Linguistic Approaches in Teaching History of Science and Technology Courses through a Content Block on Cognitive Sciences

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