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Attention-deficit/hyperactivity disorder (ADHD) is a common and highly heritable neurodevelopmental disorder. In recent years, genetic studies have revealed several risk gene variants associated with ADHD; however, these variants could only be partly replicated and are responsible for only a fraction of the whole heritability of ADHD estimated from family and twin studies. One factor that could potentially explain the ‘missing heritability’ of ADHD is that childhood and adult or persistent ADHD could be genetically distinct subtypes, which therefore need to be analyzed separately. Another approach to identify this missing heritability could be combining the investigation of both common and rare gene risk variants as well as polygenic risk scores. Finally, environmental factors are also thought to play an important role in the etiology of ADHD, acting either independently of the genetic background or more likely in gene–environment interactions. Environmental factors might additionally convey their influence by epigenetic mechanisms, which are relatively underexplored in ADHD. The aforementioned mechanisms might also influence the response of patients with ADHD to stimulant and other ADHD medication. We conducted a selective review with a focus on risk genes of childhood and adult ADHD, gene–environment interactions, and pharmacogenetics studies on medication response in childhood and adult ADHD.
Uni-Highlights November 2019 : Einladungen zu ausgewählten Veranstaltungen der Goethe-Universität
(2019)
Uni-Highlights Dezember 2019 : Einladungen zu ausgewählten Veranstaltungen der Goethe-Universität
(2019)
In recent years, the interest in theory which has once been a moving force of academic research in the field of literary studies appears to have decreased. The status of theory, its relevance and appropriateness for the understanding of literature have been put into doubt. Faced with this observation, some critics have even suggested that we have now entered into a new era of research which can retrospectively be identified as the era "after theory". Against the background of such pronouncements and to a certain extent in opposition to them, the investigations proposed here wish to uphold the idea of the utility and indeed the need for theoretical approaches to literature. To appreciate the status of theory and its possible contribution to a deepened understanding of literature, it is useful not to focus exclusively on the distinction or supposed divide between literature and theory. Instead we should pay attention to what links and unites them. This common ground or common denominator of literature and theory consists in the dimension of language. Furnishing, so to speak, the intellectual material from which both domains of articulation are formed, language constitutes at once the key element of literature and a principal concern of theory.