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Expressive vocabulary is analyzed in infancy (15–18 months) and toddlerhood (24–38 months), reflecting first-word production versus emerging word combinations and complex grammar. Receptive vocabulary is analyzed only for toddlerhood due to parental underestimation before age two and limited infant receptive measures, alongside reported lack of evidence for SNP heritability at 15 months within ALSPAC.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/genome-wide-analyses-of-vocabulary-size-in-infancy-and-toddlerhood-associations-with-attention-deficithyperactivity-disorder-literacy-and-cognition-related-traits-supplemental-methods/426456/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/genome-wide-analyses-of-vocabulary-size-in-infancy-and-toddlerhood-associations-with-attention-deficithyperactivity-disorder-literacy-and-cognition-related-traits-supplemental-methods/426456.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-14","2026-09-29",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How are expressive vocabulary scores analyzed across development?","Question",{"text":112,"@type":113},"They are analyzed in two developmental stages: an early phase (15–18 months, infancy) and a late phase (24–38 months, toddlerhood), capturing first-word production and later emergence of word combinations and more complex grammar.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is receptive vocabulary assessed only in the late phase?",{"text":117,"@type":113},"Receptive vocabulary is studied only in toddlerhood because parents tend to underestimate it in children under two, and direct assessments in infancy use tasks such as preferential looking and have limited availability.",{"name":119,"@type":110,"acceptedAnswer":120},"What is reported about SNP heritability for receptive vocabulary at 15 months?",{"text":121,"@type":113},"The methods note there was little evidence (P\u003C0.05) for SNP heritability at 15 months of age in ALSPAC, while also stating this does not exclude effects from individual genetic variants on vocabulary.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},426456,1791074638,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","SUPPLEMENTARY INFORMATION  \nGenome-wide Analyses of Vocabulary Size in Infancy and Toddlerhood: Associations With AttentionDeficit/Hyperactivity Disorder, Literacy, and Cognition-related Traits  \nVerhoef et al.  \nTable of Contents  \nSupplemental Methods.................................................................................................................................... 3  \nStudy design ................................................................................................................................................. 3  \nEarly vocabulary cohort descriptives ........................................................................................................... 3  \nEarly vocabulary assessment ....................................................................................................................... 8  \nSingle‐variant association analysis ............................................................................................................. 10  \nFUMA analyses ........................................................................................................................................... 13  \nHigh‐Definition Likelihood SNP‐heritability and genetic correlation analyses ......................................... 14  \nPolygenic scoring analyses ......................................................................................................................... 17  \nStructural equation modelling ................................................................................................................... 19  \nSupplemental Note ........................................................................................................................................ 21  \nPolygenic scoring results ............................................................................................................................ 21  \nStatistical power for single‐variant association analyses .......................................................................... 21  \nCohort‐specific acknowledgements .......................................................................................................... 22  \nACTION Consortium GWAMA authors and affiliations ............................................................................. 26  \nBIS investigator group authors and affiliations ......................................................................................... 35  \nSupplemental tables ...................................................................................................................................... 36  \nTable S1: Overview of participating cohorts ............................................................................................. 36  \nTable S2: Vocabulary assessments in the Avon Longitudinal Study of Parents and Children .................. 37  \nTable S3: Vocabulary assessments in the Generation R Study ................................................................. 38  \nTable S4: Overview of genotyping, imputation and analysis software ..................................................... 39  \nTable S5: ADHD symptom scores in the Avon Longitudinal Study of Parents and Children .................... 41  \nTable S6: MAGMA gene‐set and gene‐property analyses......................................................................... 42  \nTable S7: SNP‐heritability of vocabulary size based on summary statistics.............................................. 43  \nTable S8: Comparison of beta coefficients and corresponding standard errors for MTAG‐derived analyses ...................................................................................................................................................... 44  \nTable S9: SNP‐heritability of external traits included in genetic correlation analyses ............................. 45  \nTable S10: Genetic correlations with cognition‐, development‐ and health‐related outcomes .............. 46  \nTable ","cbCaimgbEz77tbFK","https://ap.wps.com/l/cbCaimgbEz77tbFK","pdf",1180214,57,"English","# Supplemental Methods\n## Study design\n## Early vocabulary cohort descriptives\n## Early vocabulary assessment\n## Single-variant association analysis\n## FUMA analyses\n## High-Definition Likelihood SNP-heritability and genetic correlation analyses\n## Polygenic scoring analyses\n## Structural equation modelling\n# Supplemental Note\n# Supplemental tables\n# Supplemental figures\n# Supplemental References","[{\"question\":\"How are expressive vocabulary scores analyzed across development?\",\"answer\":\"They are analyzed in two developmental stages: an early phase (15–18 months, infancy) and a late phase (24–38 months, toddlerhood), capturing first-word production and later emergence of word combinations and more complex grammar.\"},{\"question\":\"Why is receptive vocabulary assessed only in the late phase?\",\"answer\":\"Receptive vocabulary is studied only in toddlerhood because parents tend to underestimate it in children under two, and direct assessments in infancy use tasks such as preferential looking and have limited availability.\"},{\"question\":\"What is reported about SNP heritability for receptive vocabulary at 15 months?\",\"answer\":\"The methods note there was little evidence (P\\u003c0.05) for SNP heritability at 15 months of age in ALSPAC, while also stating this does not exclude effects from individual genetic variants on vocabulary.\"}]","Genome-wide Analyses of Vocabulary Size in Infancy and Toddlerhood - Associations With Attention-Deficit/Hyperactivity Disorder, Literacy, and Cognition-related Traits - Supplemental Methods | PDF",1790640645,144]