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At both ages, genetic correlations between<jats:styled-content style=\"fixed-case\">AL<\/jats:styled-content>and<jats:styled-content style=\"fixed-case\">AP<\/jats:styled-content>were moderate (<jats:italic>r<\/jats:italic><jats:sub>a2<\/jats:sub>= .35;<jats:italic>r<\/jats:italic><jats:sub>a3<\/jats:sub>= .39) indicating both overlap and specificity in genetic effects across the two domains. Within\u2010 and across\u2010age phenotypic associations between<jats:styled-content style=\"fixed-case\">AL<\/jats:styled-content>and<jats:styled-content style=\"fixed-case\">AP<\/jats:styled-content>were entirely due to overlapping genetic influences. There was a unidirectional effect of<jats:styled-content style=\"fixed-case\">AL<\/jats:styled-content>at age 2 predicting later<jats:styled-content style=\"fixed-case\">AP<\/jats:styled-content>. For<jats:styled-content style=\"fixed-case\">AP<\/jats:styled-content>, genetic and environmental influences from age 2 were transmitted to age 3 via stability effects and from<jats:styled-content style=\"fixed-case\">AL<\/jats:styled-content>. For<jats:styled-content style=\"fixed-case\">AL<\/jats:styled-content>, across\u2010age effects were transmitted only via stability. These results suggest that overactivity in late infancy may impact the later development of problems related to inattention, and that genetic factors explain the association between the two domains.<\/jats:p>","DOI":"10.1111\/desc.12630","type":"journal-article","created":{"date-parts":[[2017,11,9]],"date-time":"2017-11-09T04:12:53Z","timestamp":1510200773000},"source":"Crossref","is-referenced-by-count":5,"title":["Genetic and environmental links between motor activity level and attention problems in early childhood"],"prefix":"10.1111","volume":"21","author":[{"given":"Kimberly J.","family":"Saudino","sequence":"first","affiliation":[{"name":"Department of Psychological and Brain Sciences Boston University Boston MA USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Manjie","family":"Wang","sequence":"additional","affiliation":[{"name":"Department of Psychological and Brain Sciences Boston University Boston MA USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Megan","family":"Flom","sequence":"additional","affiliation":[{"name":"Department of Psychological and Brain Sciences Boston University Boston MA USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Philip","family":"Asherson","sequence":"additional","affiliation":[{"name":"Social, Genetic and Developmental Psychiatry Centre Institute of Psychiatry Kings College London UK"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2017,11,8]]},"reference":[{"volume-title":"Manual for the ASEBA preschool forms and profiles","year":"2000","author":"Achenbach T.M.","key":"e_1_2_7_2_1"},{"key":"e_1_2_7_3_1","unstructured":"Actical physical monitoring system instruction manual(2005). 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