Ellen Verhoef

Genome-wide analysis of social behaviour in context: a meta-regression approach across social domains, reporters and developmental stages

This study uses genome-wide meta-regression to analyze social behavior across different contexts, ages, and reporters, identifying six genetic loci and showing modest heritability.

Disentangling multivariate relationships between cognition, language and social traits: structures of G, E, and rGE

The paper models shared genomic and environmental influences on cognitive, language, and social traits in children, identifying distinct domains with trait-specific correlations between genetic and environmental factors.

Preschool musicality is associated with school-age communication abilities through genes related to rhythmicity

This study links preschool musicality to school-age communication abilities through genetic factors related to rhythmicity using polygenic scores and structural equation modeling.

Structural models of genome-wide covariance identify multiple common dimensions in autism

The paper uses structural equation modeling to identify three genetic factors linked to language/cognition, behavior, and motor development in ASD, revealing novel associations and simplex-specific genetic overlaps.

Genome-wide analyses of vocabulary size in infancy and toddlerhood: associations with Attention-Deficit/Hyperactivity Disorder and cognition-related traits

This study identifies genetic links between early vocabulary development and ADHD and cognition traits using genome-wide analyses.

The Multivariate Genome-wide Architecture of Interrelated Literacy, Language and Working Memory Skills Reveals Distinct Etiologies

The paper models genetic relationships between literacy, language, and working memory skills in UK youth, identifying shared and distinct genetic factors.

The developmental genetic architecture of vocabulary skills during the first three years of life: Capturing emerging associations with later-life reading and cognition

This paper investigates the genetic architecture of early vocabulary skills and their associations with later-life reading and cognitive abilities using longitudinal data from 6,524 children.

The amplification of genetic factors for early vocabulary during children's language and literacy development

The paper quantifies genetic amplification and innovation in language development using structural equation models, finding early vocabulary genetics explain significant variation in later cognitive and literacy skills.

Shared risk alleles with discordant polygenic effects: Disentangling the genetic overlap between ASD and ADHD

The paper shows shared genetic risk alleles between ASD and ADHD that have opposite effects on educational attainment, suggesting pleiotropic mechanisms.

Disentangling genetically confounded polygenic associations between Attention-Deficit/Hyperactivity Disorder, literacy and language

The paper investigates polygenic associations between ADHD and literacy/language abilities, finding that genetic confounding with educational attainment masks ADHD-specific reading impairments.