Advanced Behavioural Genetics

Master 2020/2021

Category 'Best Course for Broadening Horizons and Diversity of Knowledge and Skills'

Category 'Best Course for New Knowledge and Skills'

Type: Elective course (Cognitive Sciences and Technologies: From Neuron to Cognition)

Area of studies: Psychology

Delivered by: School of Psychology

Where: Institute for Cognitive Neuroscience

When: 2 year, 1, 2 module

Mode of studies: offline

Instructors: Сысоева Ольга Владимировна

Master’s programme: Cognitive Sciences and Technologies: From Neuron to Cognition

Language: English

ECTS credits: 4

Contact hours: 36

Full Syllabus

Abstract

“Behavioral genetics” will promote an understanding of the current state of affairs with regards to behavioural genetics. Basic principles as well as recent developments will be explored in relation to a broad range of phenotypes. Historical and ethical issues will be discussed. The structure and function of DNA will be studied in the context of investigations into individual variation in psychological traits. Students will be introduced to behavioural genomic analysis, such as investigating gene-environment interaction, testing educational interventions, and testing the generalist genes hypotheses - using information on measured genes and measured environments. The course also covers ethical and legal considerations of genetic research. Additionally, an important part of scientific research is the dissemination of ideas and the open discussion of empirical findings. Research into the interplay between genes, psychology, education, and justice system - is relatively new and easily misunderstood. Thus, the sharing of scientific information and ideas with experts, the scientific community in general and the wider public is critical. This module facilitates cross-cultural exchange, research dissemination, and public engagement activities. "Neurogenetics” is a basic course dealing with genetic underpinnings of development and function of central nervous system designed for the Master Program "Cognitive sciences and technologies: from neuron to cognition". The major genetic mechanisms, working on molecular and behavioral levels, will be discussed. The focus of the course will be the gene-cell-brain-behavior approach. As an example some neurophysiological endophenotypes will be introduced. The progress and perspectives of applying of genetic knowledge to understanding the neurological and psychiatric conditions will be also covered. The recent progress in neurogenetics provides new direction for the study of cognitive processes.

Learning Objectives

Know history of neurogenetics, basic concepts
Apply the multilevel approach to human cognition (gene-cell-brain-behavior)
Learn methods used in neurogenetics
Understand neurophysiological endophenotypes - how to define the promising ones
Know neurogenetic disorders, its classification and examples
Understand main problems and perspective in neurogenetics

Expected Learning Outcomes

discuss the roots of neurogenetics and evolution of its concepts
give examples of neurogenetics methods
decide which method of neurogenetics in appropriate to answer particular question
be able to describe the principle of work for some of the methods
describe basic concepts and definitions of neurogenetics
understand the relation of neurogenetics with other scientific fields
classify the neurogenetic diseases
describe genetic mechanisms underlying major neurogenetic diseases
describe the polygenic disorders and how neurogenetics can help to shed the light onto their mechanisms
critically evaluate the studies, related to neurogenetics
connect some brain process to genes
describe some neurophysiological endophenotypes
describe how you can evaluate the "goodness" or potential of particular endophenotype for particular disorder\psychological process
Describe the techniques used in Quantitative genetic research
Describe the techniques used in Molecular genetic research
Describe the theoretical foundations of current molecular genetic research
Critically evaluate Quantitative genetic techniques
Critically discuss the strengths and limitations of linkage and association methods
Critically assess the logic of whole genome association approaches
Critically evaluate the state of affairs in the current quest for molecular underpinnings of individual variation in psychological and neurophysiological traits.
Summarize and draw conclusions from quantitative and molecular genetic reports.
Discuss ethical, legal and societal implications of behavioural genetic research applied to medicine, education, economics and other fields
Discuss associations between genetic and environmental influences (gene-environment correlations, interactions, epigenetic regulation, etc.)
Communicate effectively knowledge and understanding of the main concepts in behavioural genetics both orally and in written form

Course Contents

History of neurogenetics
History of neurogenetics, relation of neurogenetics to other scientific disciplines
Methods of neurogenetics
Introduction to the current methods used in neurogenetics
Neurogenetic disorders
Neurogenetic disorders, their classifications and examples
Neurophysiological endophenotype
Introduction to the concept of neurophysiological endophenotype, providing example of neurophysiological endophenotype, dicsussing the methods to evaluate the promise of the particualr endophenotype to promote undersdanding the disorder
Introduction to Behavioural Genetics
Molecular genetics
(DNA, associations studies, polygenic prediction)
Gene-environment interplay
(ge correlations, interactions, epigenetic mediation)
Multivariate Questions in quantitative genetics. (e.g. Co-morbidity, development, heterogeneity). Behavioural genetic research into cognitive/learning abilities and disabilities. Behavioural genetic research into psychopathology.
Ethical, Legal and Societal implications of genetic research.
Processing of genetic data, protection of genetic privacy; Discrimination on genetic information – insurance, employment, education, consumer rights; Ethical implication of use of genetic knowledge and of access to genetic science benefits.
Evaluating behavioural genetics methods and findings.

Assessment Elements

In class presentation (3-5 min)
The multiple-choice written tests
(4 tests, 5-7 questions)
homework: create multi-choice question, related to the course
class work
Revision test (behavioral genetics)
Written exam (open book exam)
The examples of retaking tasks are stored in Department of Psychology. The students will have 4 hours to complete it, but will only expected to write for maximum of 2 hours. They will need to submit their essays by email to the course professor

Interim Assessment

Interim assessment (2 module)
Gfinal = 0.6 * (0.3 * Revision Test + 0.7 *Written test (Exam)) + 0.4 * (0.3 * Gpresentation + 0.2 * Gclass + 0.5 * Gtest - multiple choice written test)

Bibliography

Recommended Core Bibliography

Bienvenu, T., & Chelly, J. (2006). Molecular genetics of Rett syndrome: when DNA methylation goes unrecognized. Nature Reviews Genetics, 7(6), 415–426. https://doi.org/10.1038/nrg1878
Bogdan, R., Hyde, L. W., & Hariri, A. R. (2013). A neurogenetics approach to understanding individual differences in brain, behavior, and risk for psychopathology. Molecular Psychiatry, 18(3), 288–299. https://doi.org/10.1038/mp.2012.35
Bogdan, R., Salmeron, B. J., Carey, C. E., Agrawal, A., Calhoun, V. D., Garavan, H., … Goldman, D. (2017). Imaging Genetics and Genomics in Psychiatry: A Critical Review of Progress and Potential. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.1D6A97A
Boomsma, D., Anokhin, A., & de Geus, E. (1997). Genetics of Electrophysiology: Linking Genes, Brain, and Behavior. Current Directions in Psychological Science, 6(4), 106–110. https://doi.org/10.1111/1467-8721.ep11514440
Caspi, A., Sugden, K., Moffitt, T. E., Taylor, A., Craig, I. W., Harrington, H., … Poulton, R. (2003). Influence of Life Stress on Depression: Moderation by a Polymorphism in the 5-HTT Gene. Science, 301(5631), 386–389. https://doi.org/10.1126/science.1083968
Gul Dolen, & Mustafa Sahin. (2016). Essential Pathways and Circuits of Autism Pathogenesis. Web server without geographic relation, Web server without geographic relation (org): Frontiers Media SA. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.BA0CA2A4
IACONO, W. G., MALONE, S. M., VAIDYANATHAN, U., & VRIEZE, S. I. (2014). Genome-wide scans of genetic variants for psychophysiological endophenotypes: A methodological overview. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.9798ECAF
Konermann, S., Brigham, M. D., Trevino, A., Hsu, P. D., Heidenreich, M., Cong, L., … Zhang, F. (2013). Optical Control of Mammalian Endogenous Transcription and Epigenetic States. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.47D087D2
Kovas, Y., Malykh, S. B., & Gaysina, D. (2016). Behavioural Genetics for Education. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1204755
McCarroll, S. A., Feng, G., & Hyman, S. E. (2014). Genome-scale neurogenetics: methodology and meaning. Nature Neuroscience, 17(6), 756–763. https://doi.org/10.1038/nn.3716
McCarthy, M. I., Abecasis, G. R., Cardon, L. R., Goldstein, D. B., Little, J., Ioannidis, J. P. A., & Hirschhorn, J. N. (2008). Genome-wide association studies for complex traits: consensus, uncertainty and challenges. Nature Reviews Genetics, 9(5), 356–369. https://doi.org/10.1038/nrg2344
Moffitt, T. E., & Caspi, A. (2014). Bias in a protocol for a meta-analysis of 5-HTTLPR, stress, and depression. BMC Psychiatry, 14(1), 219–225. https://doi.org/10.1186/1471-244X-14-179
Uher, R., Caspi, A., Houts, R., Sugden, K., Williams, B., Poulton, R., & Moffitt, T. E. (2011). Serotonin transporter gene moderates childhood maltreatment’s effects on persistent but not single-episode depression: Replications and implications for resolving inconsistent results. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.648F7FDA

Recommended Additional Bibliography

Snustad, D. P., & Simmons, M. J. (2016). Principles of Genetics (Vol. Seventh edition). Hoboken, NJ: Wiley. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1639411
Sysoeva, O. V., Constantino, J. N., & Anokhin, A. P. (2018). Event-related potential (ERP) correlates of face processing in verbal children with autism spectrum disorders (ASD) and their first-degree relatives: a family study. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.D682D3E0

Course Syllabus