Are temperamental and genotypic markers of environmental sensitivity related?

• In Event: 2-011 - Interactive Poster Session and Reception

Abstract

Increased sensitivity to stressful, supportive, or both environments is described in models of individual differences in environmental sensitivity. Research within this field identified different markers, such as temperamental and genotypic, with impact on children’s developmental outcomes. However, to date, studies revealed mixed results regarding the relation between difficult temperament and genetic markers, and is still necessary to understand whether the first is a mechanism of the later, or if they operate differently (Slagt, Dubas, Dekovic, & Aken, 2016). Thus, the research question that arises is whether temperamental and genotypic markers of environmental sensitivity are related. More specifically, if children’s difficult temperament is a mechanism of genetic markers, and, if so, which model of individual differences in environmental sensitivity (e.g., diathesis-stress, vantage sensitivity, or differential susceptibility) better explains this relation regarding children’s developmental outcomes.
A previous study from our research group found that children’s difficult temperament was related to low self-regulation, and that high levels of positive parenting reduced this association, in line with the diathesis-stress model (Cruz, Abreu-Lima, Canário, & Burchinal, in press). Despite the relevance of the findings, the available data hinder the possibility to address the research question, as no data on genetic markers are available.
An ideal dataset to address this research question would have the following key characteristics: children’s genetic markers (e.g., serotonin transporter or dopamine-related genes), longitudinal measures of difficult temperament (assessed in infancy and posteriorly) and of developmental outcomes (e.g., behaviors, social and cognitive competence), and measures on rearing environments.

Authors

• Ana Catarina Canario, Faculty of Psychology and Education Sciences - University of Porto
  Presenting Author

• Orlanda Cruz, Faculty of Psychology and Education Sciences - University of Porto