Perline A Demange
Biographic Data
| ID | 1934046 |
|---|---|
| NAME | Perline A Demange |
| GIVEN NAMES | Perline A |
| FAMILY NAME | Demange |
| SIGNATURE | DEMANGE P A |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0002-7061-8354 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Indirect genetic effects of siblings
BACKGROUND: Within-family designs are increasingly used to decompose genotype-trait associations into direct and indirect genetic effects. Many such designs, including trio designs or within-sibship designs, assume an absence of sibling indirect genetic effects. METHODS: We expand two well-known molecular genetic within-family designs, one variance component (genome-based restricted maximum likelihood) and one trait-based (structural equation mod…
The nature of the relation between mental well-being and ill-being
Interaction of family SES with children’s genetic propensity for cognitive and noncognitive skills
This study examines the role of genes and environments in predicting educational outcomes. We test the Scarr-Rowe hypothesis, suggesting that enriched environments enable genetic potential to unfold, and the compensatory advantage hypothesis, proposing that low genetic endowments have less impact on education for children from high socioeconomic status (SES) families. We use a pre-registered design with Netherlands Twin Register data (426 ≤ N ind…
Genetic associations between non-cognitive skills and academic achievement over development
Non-cognitive skills, such as motivation and self-regulation, are partly heritable and predict academic achievement beyond cognitive skills. However, how the relationship between non-cognitive skills and academic achievement changes over development is unclear. The current study examined how cognitive and non-cognitive skills are associated with academic achievement from ages 7 to 16 years in a sample of over 10,000 children from England and Wale…
Early life adversity is associated with diminished social trust in adults
Social trust is at the center of democratic societies but it varies considerably between individuals and societies, which deeply affects a range of prosocial behaviours. Socioeconomic status has been iden- tified as an important predictor of such variability. Although this association has mostly been reported for measures of socioeconomic status taken in adulthood, recent studies have found unique effects of harsh conditions experienced during ch…
Interaction of family SES with children’s genetic propensity for cognitive and noncognitive skills
This study examines the role of genes and environments in predicting educational outcomes. We test the Scarr-Rowe hypothesis, suggesting that enriched environments enable genetic potential to unfold, and the compensatory advantage hypothesis, proposing that low genetic endowments have less impact on education for children from high socioeconomic status (SES) families. We use a pre-registered design with Netherlands Twin Register data (426 ≤ N ind…
Early life adversity is associated with diminished social trust in adults
Social trust is at the center of democratic societies but it varies considerably between individuals and societies, which deeply affects a range of prosocial behaviours. Socioeconomic status has been iden- tified as an important predictor of such variability. Although this association has mostly been reported for measures of socioeconomic status taken in adulthood, recent studies have found unique effects of harsh conditions experienced during ch…
Interaction of family SES with children’s genetic propensity for cognitive and noncognitive skills
This study examines the role of genes and environments in predicting educational outcomes. We test the Scarr-Rowe hypothesis, suggesting that enriched environments enable genetic potential to unfold, and the compensatory advantage hypothesis, proposing that low genetic endowments have less impact on education for children from high socioeconomic status (SES) families. We use a pre-registered design with Netherlands Twin Register data (426 ≤ N ind…
Genetic associations between non-cognitive skills and academic achievement over development
Non-cognitive skills, such as motivation and self-regulation, are partly heritable and predict academic achievement beyond cognitive skills. However, how the relationship between non-cognitive skills and academic achievement changes over development is unclear. The current study examined how cognitive and non-cognitive skills are associated with academic achievement from ages 7 to 16 years in a sample of over 10,000 children from England and Wale…
The nature of the relation between mental well-being and ill-being
Indirect genetic effects of siblings
BACKGROUND: Within-family designs are increasingly used to decompose genotype-trait associations into direct and indirect genetic effects. Many such designs, including trio designs or within-sibship designs, assume an absence of sibling indirect genetic effects. METHODS: We expand two well-known molecular genetic within-family designs, one variance component (genome-based restricted maximum likelihood) and one trait-based (structural equation mod…
Cognitive Abilities and Testing (3 works) · Developmental psychology (3 works) · Psychology (3 works) · Behavioural genetics (2 works) · Cognition (2 works) · Cognitive skill (2 works) · Health disparities and outcomes (2 works) · Medicine (2 works) · Psychological Well-being and Life Satisfaction (2 works) · Academic achievement (1 work)