Biology subjects

Warrier, V.

Publications and source records attributed to Warrier, V..

6 recordsLinked to original sources

bioRxiv2018

Genetic contribution to theory of mind in adolescence

Difficulties in theory of mind (the ability to attribute mental states to oneself or others, and to make predictions about anothers behaviour based on these attributions) have been observed in several psychiatric conditions. We investigate the genetic architecture of theory of mind in 4,577 13-year-olds who completed the Emotional Triangles Task (Triangles Task), a first-order test of theory of mind. We observe a small but significant female-advantage on the Triangles Task (Cohens d = 0.19, P < 0.01), in keeping with previous work using other tests of theory of mind. Genome-wide association analyses did not identify any significant loci, and SNP heritability was small and non-significant. Polygenic scores for six psychiatric conditions (ADHD, anorexia, autism, bipolar disorder, depression, and schizophrenia), and empathy were not associated with scores on the Triangles Task. However, polygenic scores of cognitive aptitude, and cognitive empathy, a term synonymous with theory of mind and measured using the \"Reading the Mind in the Eyes\" Test, were significantly associated with scores on the Triangles Task at multiple P-value thresholds, suggesting shared genetics between different measures of theory of mind and cognition.

genetics↗

bioRxiv2017

Systemizing is genetically correlated with autism and is genetically distinct from social autistic traits

The core diagnostic criteria for autism comprise two symptom domains - social and communication difficulties, and unusually repetitive and restricted behaviour, interests and activities. There is some evidence to suggest that these two domains are dissociable, yet, this hypothesis has not been tested using molecular genetics. We test this using a GWAS of a non-social autistic trait, systemizing (N = 51,564), defined as the drive to analyse and build systems. We demonstrate that systemizing is heritable and genetically correlated with autism. In contrast, we do not identify significant genetic correlations between social autistic traits and systemizing. Supporting this, polygenic scores for systemizing are significantly positively associated with restricted and repetitive behaviour but not with social difficulties in autistic individuals. These findings strongly suggest that the two core domains of autism are genetically dissociable, and point at how to fractionate the genetics of autism.

genetics↗

bioRxiv2017

Synaptic and transcriptionally downregulated genes are associated with cortical thickness differences in autism

Differences in cortical morphology - in particular, cortical volume, thickness and surface area - have been reported in individuals with autism. However, it is unclear what aspects of genetic and transcriptomic variation are associated with these differences. Here we investigate the genetic correlates of global cortical thickness differences ({Delta}CT) in children with autism. We used Partial Least Squares Regression (PLSR) on structural MRI data from 548 children (166 with autism, 295 neurotypical children and 87 children with ADHD) and cortical gene expression data from the Allen Institute for Brain Science to identify genetic correlates of {Delta}CT in autism.\n\nWe identify that these genes are enriched for synaptic transmission pathways and explain significant variation in {Delta}CT. These genes are also significantly enriched for genes dysregulated in the autism post-mortem cortex (Odd Ratio (OR) = 1.11, Pcorrected < 10-14), driven entirely by downregulated genes (OR = 1.87, Pcorrected < 10-15). We validated the enrichment for downregulated genes in two independent datasets: Validation 1 (OR = 1.44, Pcorrected = 0.004) and Validation 2 (OR = 1.30; Pcorrected = 0.001). We conclude that transcriptionally downregulated genes implicated in autism are robustly associated with global changes in cortical thickness variability in children with autism.

neuroscience↗

bioRxiv2017

Genome-wide association study of social relationship satisfaction: significant loci and correlations with psychiatric conditions

Dissatisfaction in social relationships is reported widely across many psychiatric conditions. We investigated the genetic architecture of family relationship satisfaction and friendship satisfaction in the UK Biobank. We leveraged the high genetic correlation between the two phenotypes (rg = 0.87{+/-}0.03; P < 2.2x10-16) to conduct multi-trait analysis of Genome Wide Association Study (GWAS) (Neffective family = 164,112; Neffective friendship = 158,116). We identified two genome-wide significant associations for both the phenotypes: rs1483617 on chromosome 3 and rs2189373 on chromosome 6, a region previously implicated in schizophrenia. eQTL and chromosome conformation capture in neural tissues prioritizes several genes including NLGN1. Gene-based association studies identified several significant genes, with highest expression in brain tissues. Genetic correlation analysis identified significant negative correlations for multiple psychiatric conditions including highly significant negative correlation with cross-psychiatric disorder GWAS, underscoring the central role of social relationship dissatisfaction in psychiatric diagnosis. The two phenotypes were enriched for genes that are loss of function intolerant. Both phenotypes had modest, significant additive SNP heritability of approximately 6%. Our results underscore the central role of social relationship satisfaction in mental health and identify genes and tissues associated with it.

genomics↗

bioRxiv2016

Genetic overlap between educational attainment, schizophrenia and autism

ImportanceThe genetic relationship between cognition, autism, and schizophrenia is complex. It is unclear how genes that contribute to cognition also contribute to risk for autism and schizophrenia.\n\nObjectiveTo investigate the interaction between genes related to cognition (measured via proxy through educational attainment, which we call edu genes) and genes/biological pathways that are atypical in autism and schizophrenia.\n\nDesignGenetic correlation and enrichment analysis were conducted to identify the interaction between edu genes and risk genes and biological pathways for autism or schizophrenia.\n\nResultsFirst, edu genes are enriched in a specific developmental co-expression module that is also enriched for high confidence autism risk genes. Second, modules enriched for genes that are dysregulated in autism and schizophrenia are also enriched for edu genes. Finally, genes that overlap between the two above modules and educational attainment are significantly enriched for genes that flank human accelerated regions, suggesting increased positive selection for the overlapping gene sets.\n\nConclusionOur results identify distinct co-expression modules where risk genes for the two psychiatric conditions interact with edu genes. This suggests specific pathways that contribute to both cognitive deficits and cognitive talents, in individuals with schizophrenia or autism.\n\nKey PointsO_ST_ABSQuestionC_ST_ABSHow do genes for educational attainment interact with risk genes for autism and schizophrenia?\n\nFindingsWe show that genes for educational attainment (edu genes) are significantly likely to be mutated in autism and intellectual disability. We further show that edu genes also interact with co-expression modules that are associated with autism or schizophrenia and are enriched for differentially expressed genes in autism or schizophrenia. Finally, we identify that the enrichment between risk genes for autism and schizophrenia and human accelerated regions are driven, in part, by their overlap with edu genes.\n\nMeaningEdu genes interact with schizophrenia and autism risk genes in specific pathways, contributing to both cognitive deficits and talents.

genetics↗

bioRxiv2016

Genome-wide meta-analysis of cognitive empathy: heritability, and correlates with sex, neuropsychiatric conditions and brain anatomy

We conducted a genome-wide meta-analysis of cognitive empathy using the Reading the Mind in the Eyes Test (Eyes Test) in 88,056 research volunteers of European Ancestry (44,574 females and 43,482 males) from 23andMe Inc., and an additional 1,497 research volunteers of European Ancestry (891 females and 606 males) from the Brisbane Longitudinal Twin Study (BLTS). We confirmed a female advantage on the Eyes Test (Cohens d = 0.21, P < 2.2x10-16), and identified a locus in 3p26.1 that is associated with scores on the Eyes Test in females (rs7641347, Pmeta = 1.58 x 10-8). Common single nucleotide polymorphisms (SNPs) explained 5.8% (95% CI: 0.45 - 0.72; P = 1.00 x 10-17) of the total trait variance in both sexes, and we identified a twin heritability of 0.28 (95% CI: 0.13-0.42). Finally, we identified significant genetic correlation between the Eyes Test and anorexia nervosa, measures of empathy (the Empathy Quotient), openness (NEO-Five Factor Inventory), and different measures of educational attainment and cognitive aptitude, and show that the genetic determinants of volumes of the dorsal striatum (caudate nucleus and putamen) are positively correlated with the genetic determinants of performance on the Eyes Test.

genetics↗