![]() ![]() The Arizona Twin Project spans individual, family, neighborhood, and sociocultural levels of analysis, with an emphasis on sleep, pain, physiological stress processes, mental and physical health, and academic competence. ![]() The main focus of the Arizona Twin Project involves understanding the genetic and environmental influences within and across multiple domains of development. By focusing on components of early resilience within a representative twin study, our goal is to elucidate processes by which youth bounce back after adversity and grow to be healthy and competent individuals. There is an urgent need to understand these processes, as health problems continue to rise among children and adolescents, with adolescents spending less time sleeping, having higher body mass, reporting more depression, self-harm, conduct problems, and peer problems ( Keyes, Maslowsky, Hamilton & Schulenberg, 2015 Patalay & Gage, 2019). The study begins in infancy and longitudinally follows the twins across childhood, with plans to continue to follow them across adolescence into adulthood. The overarching goal of the Arizona Twin Project addresses a central developmental question – how resilience (the capacity to bounce back following adversity) develops and affects the impact of early risk on child physical health and common mental health disorders such as attention deficit hyperactivity disorder, conduct problems, anxiety, and depression. Future directions include an examination of how pubertal stage affects genetic and environmental influences on diurnal cortisol, sleep, chronic pain, and mental health. Exposure to early adversity moderates genetic influences on both executive functioning and health, with higher heritability typically seen under adverse conditions. Preliminary findings illustrate that objective assessments of children’s health are highly heritable, but they do not always share genetic etiology with more commonly used subjective assessments. Middle childhood measures focus on children’s physical and mental health, including diurnal cortisol, actigraphy-based measures of sleep and activity, cold pressor task assessing acute pain, and reaction time tasks assessing executive functioning. ![]() In depth objective measurement commenced in middle childhood, with in-person assessments at 8, 9, 10, and 11 years of age, with plans to continue to follow the sample across adolescence. Primary caregivers were interviewed on twins’ development and early physical and social environments when twins were 1, 2, and 5 years of age. Twins are 32% monozygotic (MZ) twins, 36% same-sex dizygotic (DZ), 32% opposite-sex DZ, currently 10–11 years of age. Participants are a sample of approximately 700 twins (31% Latinx) recruited from birth records in the state of Arizona, USA. Specificity of risk is carefully examined across mental and physical health and how these influences vary across socioeconomic and sociocultural environments. You must keep your station neat.The Arizona Twin Project is an ongoing longitudinal study designed to elucidate gene-environment interplay underlying the development of risk and resilience to common mental and physical health problems during infancy, childhood, and adolescence. But you can work as a team and delegate the work to members of the team. Due to COVID 19 only the student who owns a laptop can touch the keyboard of their own laptop. Simply speaking you can destroy a laptop by pouring water on the keyboard, never mind hydrochloric acid! So you must keep your laptop a safe distance from the experimental apparatus. This is not required and a student assumes all liability for any damage done to their laptop. ![]() Data Acquisition - students may want to bring the laptop to lab and directly transfer data to their laptop.At the end of the day all assignments but be submitted to your Google Workbook. There are automated functions in logger pro that you can use, or you can code those functions in Google Sheets. Data Analysis - you can download it to your destop or laptop, collect data with the LabQuest and transfer it to a flashdrive and then open it with the LoggerPro software.There two ways you can use the LoggerPro software But students are encouraged to download and use it, as the more experience you have with different types of graphing software the more valuable your education will be. This software is well developed for teaching labs and has many features we will not use, and it is not required. UALR has a license that allows students in General Chemistry to install the Logger graphing software on their own laptops and this software not only has spreadsheet functionality but interfaces with their probes. ![]()
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