Cardiff University | Prifysgol Caerdydd ORCA
Online Research @ Cardiff 
WelshClear Cookie - decide language by browser settings

Modes of imprinted gene action in learning disability

Isles, Anthony Roger and Humby, Trevor 2006. Modes of imprinted gene action in learning disability. Journal of Intellectual Disability Research 50 (5) , pp. 318-325. 10.1111/j.1365-2788.2006.00843.x

Full text not available from this repository.

Abstract

Background It is now widely acknowledged that there may be a genetic contribution to learning disability and neuropsychiatric disorders, stemming from evidence provided by family, twin and adoption studies, and from explicit syndromic conditions. Recently it has been recognized that in some cases the presentation of genetic syndromes (or discrete aspects of disorders) is dependent on the sex of the transmitting parent. Such ‘parent-of-origin effects’ can be explained by a number of genetic mechanisms, a predominant one of which is genomic imprinting. Genomic imprinting refers to the parent of origin-specific epigenetic marking of an allele of a gene, such that for some genes it is mainly the maternally inherited allele only that is expressed, whereas for others expression occurs mainly from the paternal copy. Methods Here we discuss the contribution of imprinted genes to mental dysfunction and learning disability, using clinical examples of association studies and explicit imprinting disorders (with particular emphasis to Angelman and Prader–Willi syndromes), and evidence from animal work. Results Clinical and animal studies strongly suggest that imprinted genes contribute to brain functioning, and when the genes or epigenetic processes are disrupted, this can give rise to neuropsychiatric problems. Another system to which imprinted genes provide a large contribute is the placenta and foetal development. Epidemiological studies suggest that this is also a key area in which dysregulation can give rise to learning difficulties. Conclusions Disruption of imprinted genes, or the epigenetic processes controlling them, can contribute to learning disability. These effects can be divided into two types: direct effects, such as those seen in explicit imprinting disorders such as Angelman and Prader–Willi syndromes, and indirect effects as manifest via changes in foetal programming.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Psychology
Medicine
MRC Centre for Neuropsychiatric Genetics and Genomics (CNGG)
Neuroscience and Mental Health Research Institute (NMHRI)
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Q Science > QH Natural history > QH426 Genetics
R Medicine > RJ Pediatrics
Uncontrolled Keywords: Angelman syndrome; epigenetics; foetal programming; genomic imprinting; Prader–Willi syndrome
Publisher: Blackwell Publishing
ISSN: 0964-2633
Last Modified: 03 May 2019 08:03
URI: http://orca.cf.ac.uk/id/eprint/33033

Citation Data

Cited 17 times in Google Scholar. View in Google Scholar

Cited 8 times in Scopus. View in Scopus. Powered By Scopus® Data

Actions (repository staff only)

Edit Item Edit Item