An Independent Evaluation of the Psychometric Properties of the Russian Version of the Pediatric Daytime Sleepiness Scale (PDSS).

Background: The quality of sleep significantly impacts children's day-to-day performance, with at least 20% reporting issues with sleepiness. Valid tools for assessing the quality of sleep are needed. Objective: In this study, we assessed the psychometric properties of the Russian version of the Pediatric Daytime Sleepiness Scale (PDSS). The initial adaptation of the PDSS was conducted on a sample from the Arctic regions of Russia. This location may have influenced the scale's generalizability due to variations in natural daylight across different areas of the country. Design: To rectify this, we gathered a comprehensive, geographically diverse sample from Russia. This combined dataset comprised 3772 participants between 10 to 18 years of age, from nine different regions of Russia. Results: We confirmed the unifactorial structure of the PDSS, which showed no regional effects. The psychometric analysis indicated that one item from the 8item PDSS could be removed, thereby improving the scale's model fit. We also observed gender and age impacts on sleep quality: boys reported fewer sleep-related issues than girls, and younger children reported fewer problems than older children. Conclusion: This study validates the usefulness and reliability of the Russian version of the PDSS, thereby enhancing its general applicability. Furthermore, we replicated previously reported age and sex effects on the sleep quality of school-aged children.

Cross-cultural Analysis of Models of the Relationship between the Cognitive Abilities and Academic Achievement in Primary School Education.

Background: The cognitive predictors of academic achievement are associated both with basic cognitive abilities such as the information processing speed, number sense and visuospatial working memory, as well as with general ability including nonverbal intelligence. However, the ratio between cognitive development and school achievement can depend on sociocultural conditions. Objective: The results of a cross-cultural analysis of the relationship between cognitive development and academic achievement during primary education are presented. The analysis was conducted sampling schoolchildren from Russia and Kyrgyzstan, two countries that have a similar organization of the national education system but differ in the level of socioeconomic development. Design: The study involved 732 schoolchildren aged 7.7 to 11.8 years studying in Russia and Kyrgyzstan. Information processing speed, visuospatial working memory, and number sense were assessed using each of "Choice Reaction Time," "Corsi Block-Tapping Test," and "Number Sense" computerized tests. Results: According to the results, empirical data in both samples show that a model where in information processing speed signifies basic cognitive ability is a key predictor of nonverbal intelligence, working memory, and number sense, and each of these may contribute to individual differences in academic achievement. Notwithstanding the universality of this model, cross-cultural differences were seen to engender a reduction of schoolchildren's academic achievements, given possible impacts of less favorable educational conditions. Conclusion: In the relationship between cognitive abilities and academic success at the primary school education, there are both similarities and differences between schoolchildren studying in Russia and Kyrgyzstan.

Twin classroom dilemma: To study together or separately?

There is little research to date on the academic implications of teaching twins in the same or different classroom. Consequently, it is not clear whether twin classroom separation is associated with positive or negative educational outcomes. As a result, parents and teachers have insufficient evidence to make a well-informed decision when twins start school. This study addresses two research questions: Are there average positive or negative effects of classroom separation? Are twins taught in different classes more different from each other than twins taught in the same class? Twin pairs from two large representative samples from Quebec (Canada) and the United Kingdom were evaluated across a large age range (7 to 16 years) on academic achievement, several cognitive abilities and motivational measures. Our results show almost no sizable positive or negative average effect of classroom separation on twins' achievement, cognitive ability and motivation. Twin pairs at age 12 (Quebec, Canada) and at age 16 (United Kingdom) were slightly more similar on achievement if placed in the same classroom, with slightly greater similarity among monozygotic twins than dizygotic twins. However, the few effects found were weak, and it remains unclear whether they result from classroom separation or other factors. These results suggest that in terms of educational outcomes, policymakers should not impose rigid guidelines to separate twin pairs during their education. The choice of whether to educate twin pairs together or separately should be up to parents, twins and teachers, in response to twins' individual needs. (PsycINFO Database Record

THE CORRELATION BETWEEN g LOADINGS AND HERITABILITY IN RUSSIA.

The study focused on the extent to which the general factor of intelligence g and heritability coefficients of the subtests of an IQ battery correlate. Modest to strong positive correlations were found in five studies from Western countries and six studies from a Japanese meta-analysis. The results for Russian twins were compared with those of the Western and Japanese studies. Data from 402 twins aged 13 and 296 twins aged 16 showed correlations of r=-0.45 and r=-0.60, respectively. It is concluded that the two data points are clearly not in line with established findings. It may be that the link between g loadings and heritabilities is more complex than previously thought.

Why children differ in motivation to learn: Insights from over 13,000 twins from 6 countries.

Little is known about why people differ in their levels of academic motivation. This study explored the etiology of individual differences in enjoyment and self-perceived ability for several school subjects in nearly 13,000 twins aged 9-16 from 6 countries. The results showed a striking consistency across ages, school subjects, and cultures. Contrary to common belief, enjoyment of learning and children's perceptions of their competence were no less heritable than cognitive ability. Genetic factors explained approximately 40% of the variance and all of the observed twins' similarity in academic motivation. Shared environmental factors, such as home or classroom, did not contribute to the twin's similarity in academic motivation. Environmental influences stemmed entirely from individual specific experiences.

Literacy and numeracy are more heritable than intelligence in primary school.

Because literacy and numeracy are the focus of teaching in schools, whereas general cognitive ability (g, intelligence) is not, it would be reasonable to expect that literacy and numeracy are less heritable than g. Here, we directly compare heritabilities of multiple measures of literacy, numeracy, and g in a United Kingdom sample of 7,500 pairs of twins assessed longitudinally at ages 7, 9, and 12. We show that differences between children are significantly and substantially more heritable for literacy and numeracy than for g at ages 7 and 9, but not 12. We suggest that the reason for this counterintuitive result is that universal education in the early school years reduces environmental disparities so that individual differences that remain are to a greater extent due to genetic differences. In contrast, the heritability of g increases during development as individuals select and create their own environments correlated with their genetic propensities.

Polymorphisms of the serotonin transporter gene (5-HTTLPR, A/G SNP in 5-HTTLPR, and STin2 VNTR) and their relation to personality traits in healthy individuals from Russia.

OBJECTIVE: Numerous studies have reported association of the serotonin transporter gene (5-HTT) polymorphisms and neuroticism and traits characterizing sociability and activity. This study aimed to define a single genotype effect of three polymorphic markers in the 5-HTT gene (5-HTTLPR, A/G SNP in 5-HTTLPR and STin2 VNTR) and to check possible association of the 5-HTT haplotypes and personality traits [assessed with Eysenck Personality Inventory (EPI) and Temperament and Character Inventory (TCI) questionnaires] in 301 healthy young individuals. METHODS: To investigate single genotype and haplotype effects of all polymorphic markers, multivariate analysis of variance and haplotype trend regression analyses were conducted correspondingly. RESULTS: Individuals with STin2.10 allele scored significantly lower on Neuroticism (EPI) (P=0.007) and Harm Avoidance (P=0.005) in the overall sample. The same pattern of association was reported in women: carriers of STin2.10 allele scored lower on Harm Avoidance (TCI) (P=0.008). Haplotype trend regression analyses revealed that carriers of S12 haplotype had lower sociability-related traits such as Extraversion (EPI) and Novelty Seeking (TCI), whereas Harm Avoidance (TCI) (anxiety-related trait) was higher. Opposite association was observed for S10 haplotype: Extraversion (EPI) score was higher, whereas Harm Avoidance (TCI) score was lower in carriers of this haplotype. CONCLUSION: As single polymorphism effect of STin2 was observed in relation to anxiety-related traits, opposite S10 and S12 haplotype effects on Neuroticism and Harm Avoidance could be explained by the larger impact of STin2 polymorphism. Controversially, we consider that the variance in sociability-related traits is related to specific haplotypes of 5-HTT gene.

Heritability and "environmentability" of electroencephalogram in infants: the twin study.

We estimated relative contribution of genetic and environmental factors to electroencephalogram (EEG) frequency and amplitude parameters in infants. EEG was registered in 49 pairs of monozygotic and 45 pairs of dizygotic twins aged 7-12 months during (1) visual attention and (2) darkness. The variability of occipital alpha frequency depended mainly on genetic, probably nonadditive factors. The mean heritability for the spectral amplitudes in the delta, theta, and alpha bands were 0.37, 0.13, and 0.22 during visual attention, and 0.22, 0.40, and 0.10 during darkness. The influence of shared environment was probable for many of the EEG parameters. It was greatest for the amplitude of the theta rhythm during visual attention. The theta amplitude depended on such a parameter of early social environmental enrichment as the number of caregivers in the family. The possible relationship between infant theta rhythm and developmental outcome is discussed. For many of the EEG parameters, heritability increased during the second half of the first year of life, thus supporting the hypothesis about amplification of genetic effects and decrease of common environmental influences with age.

Longitudinal genetic analysis of childhood IQ in 6- and 7-year-old Russian twins.

Using a longitudinal twin study of Moscow children, we have studied the development of psychometric intelligence during the transition from preschool (age 6) to school (age 7). Children were tested using the Wechsler Intelligence Scale for Children (WISC). Simplex models were applied to explore the relationship of different sources of phenotypic variance. The following sources of variation were considered: genetic effects, common or shared family environment and unique environment. At age 6, genetic influences were much greater than those of shared environment but the magnitude of genetic influences decreased and the magnitude of shared environment influences increased substantially by age 7.