Neandertal introgression partitions the genetic landscape of neuropsychiatric disorders and associated behavioral phenotypes

Despite advances in identifying the genetic basis of psychiatric and neurological disorders, fundamental questions about their evolutionary origins remain elusive. Here, introgressed variants from archaic humans such as Neandertals can serve as an intriguing research paradigm. We compared the number of associations for Neandertal variants to the number of associations of frequency-matched non-archaic variants with regard to human CNS disorders (neurological and psychiatric), nervous system drug prescriptions (as a proxy for disease), and related, non-disease phenotypes in the UK biobank (UKBB). While no enrichment for Neandertal genetic variants were observed in the UKBB for psychiatric or neurological disease categories, we found significant associations with certain behavioral phenotypes including pain, chronotype/sleep, smoking and alcohol consumption. In some instances, the enrichment signal was driven by Neandertal variants that represented the strongest association genome-wide. SNPs within a Neandertal haplotype that was associated with smoking in the UKBB could be replicated in four independent genomics datasets

Children’s and Adolescents’ Happiness Conceptualizations at School and their Link with Autonomy, Competence, and Relatedness

Previous research on children’s and adolescents’happiness either focused on their conceptualisations or the link between self-reported happiness with different outcomes. However, very few studies have connected both approaches to better understand children’s and adolescents’ happiness. To address this gap, we used a mixed-method approach, to investigate if the conceptualizations of happiness at school of 744 British children and adolescents could signal differences in autonomy, competence, and relatedness. An initial coding of the responses showed thirteen conceptualizations (i.e., positive feelings, harmony/balance, leisure, friends, getting good grades, non-violence, moral actions, purpose, autonomy, competence, teachers, emotional support, and learning). Log-linear models showed that some of the conceptualizations differed across both age groups and gender. Latent class analysis showed that happiness conceptualizations could be classified in five different groups. Interestingly, whereas for children there were no differences; for adolescents, there were differences between classes in their levels of autonomy and relatedness. The implications of these findings for promoting students' well-being at school are discussed