OECD Family database 한국자료구축 및 제공

The second page of the manuscript should contain only an abstract in a single paragraph of not more than 200–250 words. Abbreviations and reference citations should be avoided. Introduction The introduction should assume that the reader is knowledgeable in the field and should therefore be a brief as possible and should not exceed 1500 words. Do not use the heading “Introduction”. References References should follow the general format advocated by the Publication Manual of the American Psychological Association (6th ed.). However, in the text, “et al.” should be used for references with three or more authors, as follows: • One author: (Jones, 1981) • Two authors: (Jones & Smith, 1981) • Three or more authors: (Jones et al., 1981). At the end of the manuscript references should be listed (double-spaced) in alphabetical order. If an article has more than seven authors, list the names of the first six authors followed by ... and then the last author’s name in the reference entry. Full periodical titles should be used and first and last page numbers for each reference should be provided. Abstracts and letters must be identified as such. Abbreviations These should be defined in parentheses after their first mention in the text, except for the use of accepted abbreviations, such as SI Symbols, which need not be defined. Use generic names when referring to drugs; trade names may be given in parentheses at first mention. Tables These should be typed on separate sheets and numbered consecutively with Arabic numerals. Tables should be self-explanatory and include a brief descriptive title. Footnotes to tables indicated by lower case letters are acceptable, but they should not include extensive experimental detail. Please indicate in the manuscript the most appropriate position for each table using the words “Table X about here”. Illustrations, figures, photographs and mathematics Electronic submission of artwork To ensure optimum quality, please follow these guidelines when submitting artwork via e-mail or disk. Photographs, graphs and figures should be prepared to the correct size (max. width 80mm single column or up to 160mm double column). Figures can be supplied and printed in either black and white or full colour — Colour figures will be reproduced in colour in the online edition of the journal free of charge. If you request colour figures in the printed version, you will be contacted by CCCRightslink who are acting on our behalf to collect Author Charges. Please follow their instructions in order to avoid any delay in the publication of your article. 1. Each photograph, graph or figure should be: • supplied as an individual file, separate to the manuscript Word file with placement instructions included in the Word document, such as [insert Fig 1 here] OR • if created in Microsoft Word, Excel or Powerpoint, embedded in the Word file at the end of the document and supplied ALSO as a PDF. Figures created in a drawing program such as Adobe Illustrator, CorelDRAW, Freehand, Microsoft Publisher or similar should be saved as an EPS (encapsulated postscript) files or a PDF. Figures created in Photoshop or with other photographic software should be saved with a minimum resolution of 600 dpi and in TIF format. Minimum resolution for scanned graphics is 300 dpi for halftone work (e.g., photographs) and 600 dpi for line art, and these should also be in TIF format. 2. Manuscripts which contain equations created with LaTeX or similar specialist software need to be supplied as a PDF file as well as a Microsoft Word document. 3. Prior to sending artwork, the separate files of figures, graphs, illustrations, and so on, should be printed by the author to test that the fonts have been embedded correctly and there is no distortion in the artwork (e.g., lines and fonts reproduce cleanly with no jagged lines or fuzzy edges), as any such faults cannot be corrected by the publisher. 4. Preferred method of submission: email as attachments to ISTS@qimr.edu.au. Supplementary Material The online platform gives authors the opportunity to include material that it would be impossible or impractical to include in the printed version, for example, extensive datasets, complex mathematical calculations, 3D structures/images or video files. You must submit Supplementary Material at the same time that you submit your manuscript, and you must give details in your cover letter of all supplementary files uploaded. If accepted, this material will be placed in the Cambridge University Press Supplementary Material data archive, and it will be accessible online. Authors should ensure that they mention within their article that Supplementary Material is available on the Cambridge Journals Online website. At the head of the first page of your Supplementary Material file, type ‘Twin Research and Human Genetics’, the article title, the names of the authors, and then the relevant inclusions. Please note that (unlike figures included in the printed article) captions or legends should be included for all figures and tables in Supplementary Material. You should number figures or tables with the prefix ‘S’, e.g. Supplementary Figure S1, Supplementary Table S1. Although Supplementary Material is peer reviewed, it is not copyedited or typeset and it is loaded onto the journal’s website exactly as supplied. You should check your Supplementary Material carefully to ensure that it adheres to journal styles. Corrections cannot be made to the Supplementary Material after acceptance of the manuscript. Please bear this in mind when deciding what content to include as Supplementary Material. Reviews Scholarly reviews of topics within the scope of Twin Research and Human Genetics will be considered for publication after paper review. Please send a one page letter of inquiry to the Editor before preparing your manuscript, to make sure that a similar review is not in press. Proofs Manuscripts will be scheduled for publication upon receipt of proofs. Extensive changes to the proofs will result in publication delay. Important new information that has become available between acceptance of the manuscript and receipt of the proofs may be inserted as an Addendum in proof with the permission of an Editor. Proofs must be checked immediately for typographical errors and returned to the publisher along with the copyright assignment form. Authors will receive a PDF offprint of their article. Required Sections Acknowledgements You may acknowledge individuals or organisations that provided advice, support (non-financial). Formal financial support and funding should be listed in the following sections: Financial support Please provide details of the sources of financial support for all authors, including grant numbers. For example, “This work was supported by the Medical research Council (grant number XXXXXX)”. Multiple grant numbers should be separated by a comma and space, and where research was funded by more than one agency the different agencies should be separated by a semicolon, with “and” before the final funder. Grants held by different authors should be identified as belonging to individual authors by the authors’ initials. For example, “This work was supported by the Wellcome Trust (A.B., grant numbers XXXX, YYYY), (C.D., grant number ZZZZ); the Natural Environment Research Council (E.F., grant number FFFF); and the National Institutes of Health (A.B., grant number GGGG), (E.F., grant number HHHH)”. Where no specific funding has been provided for research, please provide the following statement: “This research received no specific grant from any funding agency, commercial or not-for-profit sectors.” Conflict of interest Please provide details of all known financial, professional and personal relationships with the potential to bias the work. Where no known conflicts of interest exist, please include the following statement: “None.” Ethical standards Where research involves human and/or animal experimentation, the following statements should be included (as applicable): “The authors assert that all procedures contributing to this work comply with the ethical standards of the relevant national and institutional committees on human experimentation and with the Helsinki Declaration of 1975, as revised in 2008.” and “The authors assert that all procedures contributing to this work comply with the ethical standards of the relevant national and institutional guides on the care and use of laboratory animals.” Author Language Services Cambridge recommends that authors have their manuscripts checked by an English language native speaker before submission; this will ensure that submissions are judged at peer review exclusively on academic merit. We list a number of third-party services specialising in language editing and / or translation, and suggest that authors contact as appropriate. Use of any of these services is voluntary, and at the author's own expense (Revised 28 April 2016)

Twin Research and Human Genetics

Objective An increasing number of studies has shown an association between parental age and psychiatric disorders However, there are inconsistent results regarding whether age at parenthood is associated with attention-deficit/hyperactivity disorder (ADHD) The aim of this study is to examine whether low or advanced parental age is associated with ADHD Method In this nested case-control study, we identified 10,409 individuals with ADHD born in Finland during 1991 to 2005 and diagnosed with ADHD between 1995 and 2011, along with 39,125 controls matched on sex, date, and place of birth, from nationwide population-based registers Conditional logistic regression was used to examine the association between parental age and ADHD in offspring, adjusting for potential confounding due to parental psychiatric history, maternal socioeconomic status, marital status, maternal smoking during pregnancy, number of previous births, and birth weight for gestational age Results Fathers younger than 20 years had a 15-fold (odds ratio [OR] = 155, 95% CI = 111–218, p  = 01) increased risk of having offspring with ADHD as compared to fathers aged 25 to 29 years Mothers of the same age group had a 14-fold (OR = 141, 95% CI = 115–172, p  =0009) increased risk Advanced maternal age was inversely associated with ADHD (OR = 079, 95% CI = 064–097, p  = 02) Conclusion ADHD was associated with young fathers or mothers at the time of birth Health professionals working with young parents should be aware of the increased risk of ADHD in offspring This will improve early detection; however, for the development of preventive measures and appropriate interventions, more information on the developmental pathways is needed

Parental Age and the Risk of Attention-Deficit/Hyperactivity Disorder: A Nationwide, Population-Based Cohort Study

There has been a significant increase in the number of twins and higher multiples so that one child in 33 is now a multiple. It is therefore not unusual for schools to have several sets of twins, as well as triplets and even higher multiples. By being the same age and in the same school year if not class, twins and higher multiples are not like brothers and sisters born closely together. Teachers and parents need to be aware of particular issues that may affect the physical, intellectual, personal, social and emotional development of multiple birth children, and to ensure that school policy and practice include this special group of children and parents. These issues include: preterm birth catch-up and implications for starting school; the balance of competition and cooperation among multiples; separation in school and the evidence from recent longitudinal studies; legislative and other initiatives on the development of school policy; the particular needs of higher multiples.

Meeting the Educational Needs of Multiple Birth Children on School Entry

https://repub.eur.nl/pub/129748/Repub_129748_O-A.pdf

Intergenerational transmission: Theoretical and methodological issues and an introduction to four Dutch cohorts.

To examine the contributions of maternal and paternal age on offspring externalizing and internalizing problems, this study analyzed problem behaviors at age 10-12 years from four Dutch population-based cohorts (N = 32,892) by a multiple informant design. Bayesian evidence synthesis was used to combine results across cohorts with 50% of the data analyzed for discovery and 50% for confirmation. There was evidence of a robust negative linear relation between parental age and externalizing problems as reported by parents. In teacher-reports, this relation was largely explained by parental socio-economic status. Parental age had limited to no association with internalizing problems. Thus, in this large population-based study, either a beneficial or no effect of advanced parenthood on child problem behavior was observed.

/pdf/parental-age-and-offspring-childhood-mental-health-a-multi-155dpl639e.pdf

Parental Age and Offspring Childhood Mental Health: A Multi‐Cohort, Population‐Based Investigation

Bullying comes in different forms, yet most previous genetically-sensitive studies have not distinguished between them. Given the serious consequences and the high prevalence of bullying, it is remarkable that the aetiology of bullying and its different forms has been under-researched. We present the first study to investigate the genetic architecture of bullying perpetration, bullying victimization, and their co-occurrence for verbal, physical and relational bullying. Primary-school teachers rated 8215 twin children on bullying perpetration and bullying victimization. For each form of bullying, we investigated, through genetic structural equation modelling, the genetic and environmental influences on being a bully, a victim or both. 34% of the children were involved as bully, victim, or both. The correlation between being a bully and being a victim varied from 0.59 (relational) to 0.85 (physical). Heritability was ~ 70% for perpetration and ~ 65% for victimization, similar in girls and boys, yet both were somewhat lower for the relational form. Shared environmental influences were modest and more pronounced among girls. The correlation between being a bully and being a victim was explained mostly by genetic factors for verbal (~ 71%) and especially physical (~ 77%) and mostly by environmental factors for relational perpetration and victimization (~ 60%). Genes play a large role in explaining which children are at high risk of being a victim, bully, or both. For victimization this suggests an evocative gene-environment correlation: some children are at risk of being exposed to bullying, partly due to genetically influenced traits. So, genetic influences make some children more vulnerable to become a bully, victim or both.

/pdf/genetic-and-environmental-influences-on-different-forms-of-4fk4kkmc3v.pdf

Genetic and Environmental Influences on Different Forms of Bullying Perpetration, Bullying Victimization, and Their Co-occurrence.

Advanced parenthood increases the risk of severe neurodevelopmental disorders like autism, Down syndrome and schizophrenia. Does advanced parenthood also negatively impact offspring’s general neuro...

/pdf/parental-age-in-relation-to-offspring-s-neurodevelopment-1mlk4de8mt.pdf

Parental Age in Relation to Offspring’s Neurodevelopment

Peer bullying and victimization are a widespread phenomenon among school-age children and can have detrimental effects on the development of children. To examine whether having a close companion during childhood increases or decreases risk of victimization and bullying, this study compared twins to singleton children. A large group of twins (n = 9,909) were included who were compared to their related non-twin siblings (n = 1,534) aged 7-12 from the Netherlands Twin Register, thus creating optimal matching between twins and non-twins. Bullying and victimization were each based on a four-item scale filled out by their teachers. Prevalence rates for either bullying or victimization did not differ between twins and singletons. In total, in the past couple of months, 36% of children bullied peers moderately to severely, and 35% suffered moderately to severely from victimization. Boys were more likely to bully and were more prone to becoming a victim than girls. The most notable finding is that female twin pairs placed together in the same classroom did not bully more often, but were victimized less often, thus pointing to a protective effect of having a close companion in the classroom.

/pdf/bullying-and-victimization-the-effect-of-close-companionship-x0uzhwh4jv.pdf

Sabine A M Veldkamp

Papers

Parental Age and Offspring Childhood Mental Health: A Multi‐Cohort, Population‐Based Investigation

Genetic and Environmental Influences on Different Forms of Bullying Perpetration, Bullying Victimization, and Their Co-occurrence.

Parental Age in Relation to Offspring’s Neurodevelopment

Bullying and Victimization: The Effect of Close Companionship