Kathryn Paige Harden

Faculty Research Associate — Ph.D., University of Virginia

Associate Professor of Psychology
Kathryn Paige Harden

Contact

Interests

Behavioral genetics, sociogenomics, cognitive development, adolescent development, externalizing psychopathology

Biography

Paige Harden is a tenured professor in the Department of Psychology at UT, where she leads the Developmental Behavior Genetics lab and co-directs the Texas Twin Project. Dr. Harden received her Ph.D. in Clinical Psychology from the University of Virginia and completed her clinical internship at McLean Hospital/Harvard Medical School before moving to Austin in 2009. She has published over 100 scientific articles on genetic influences on complex human behavior, including child cognitive development, academic achievement, risk-taking, mental health, sexual activity, and childbearing. Her research has been featured in popular media outlets such as the New York Times, Washington Post, The Atlantic, and Huffington Post. In 2017, she was honored with a prestigious national award from the American Psychological Association for her distinguished scientific contributions to the study of genetics and human individual differences. Dr. Harden teaches Introduction to Psychology in a synchronous massive online class format, with over 2000 undergraduate students per year. She is currently writing a book on genetics and social inequality, to be published by Princeton University Press.

Courses

PSY 301 • Introduction To Psychology

42400 • Spring 2019
Meets TTH 3:30PM-5:00PM
show description

Basic problems and principles of human experience and behavior. Three lecture hours a week for one semester, or the equivalent in independent study.

PSY 301 • Introduction To Psychology

42682 • Fall 2018
Meets TTH 3:30PM-5:00PM
show description

Basic problems and principles of human experience and behavior. Three lecture hours a week for one semester, or the equivalent in independent study.

PSY 301 • Introduction To Psychology

42684 • Fall 2018
Meets TTH 1:00PM-2:30PM SEA 2.114
show description

Basic problems and principles of human experience and behavior. Three lecture hours a week for one semester, or the equivalent in independent study.

PSY 301 • Introduction To Psychology

42600 • Spring 2018
Meets TTH 3:30PM-5:00PM
show description

Basic problems and principles of human experience and behavior. Three lecture hours a week for one semester, or the equivalent in independent study.

PSY 301 • Introduction To Psychology

43030 • Fall 2017
Meets TTH 3:30PM-5:00PM
show description

Basic problems and principles of human experience and behavior. Three lecture hours a week for one semester, or the equivalent in independent study.

PSY 301 • Introduction To Psychology

43085-43095 • Spring 2017
Meets TTH 3:30PM-5:00PM
show description

Basic problems and principles of human experience and behavior. Designed to accommodate 800 or more students. Course meets online during scheduled class times and includes a live-streaming video component. Students are encouraged to visit http://www.laits.utexas.edu/tower/online/courses/ to test their computer and network connection and learn about the course structure.

T C 302 • Adolescence: Self And Society

42900 • Spring 2017
Meets TTH 8:00AM-9:30AM CLA 0.108
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Course Description:

Adolescence is a unique time in a person’s life. In addition to rapid biological changes, teenagers also experience new challenges in their personal relationships with friends, family, and romantic/sexual partners, and begin to occupy new roles in society. This class will integrate research and scholarship from medicine, neuroscience, psychology, anthropology, literature, and law in order to understand adolescent development. Topics include the biological changes of puberty; how the adolescent brain is different from the adult brain; how relationships with parents, friends, and romantic partners change during the teenage years; the emergence of mental health problems; laws regarding when teenagers are granted privileges and responsibilities (e.g., being tried as an adult, being able to buy alcohol legally); and how contemporary American society understands and treats adolescents in comparison to other cultures, past and present. In addition to reading non-fiction and fiction books, students will learn to locate and read articles published in scientific journals. Students will also respond critically to television and film representations of adolescence.

Texts (may be excerpted):

• Columbine by Dave Cullen (Grand Central Publishing)
• Not Under My Roof: Parents, Teens, and the Culture of Sex by Amy T. Schalet (University of Chicago Press)
• Promises I Can Keep: Why Poor Women Put Marriage before Motherhood by Kathryn Edin (University of California Press)
• Coming of Age in Samoa by Margaret Mead (William Morrow)
• Millennials Rising: The Next Great Generation by Neil Howe and William Strauss (Vintage Books)
• Fallen Angels by Walter Dean Myers (Scholastic)

Additional texts, including scientific journal articles, are to be determined.
• Example: Steinberg, L. (2013). The influence of neuroscience on U.S. Supreme Court decisions about adolescents’ criminal culpability. Nature Neuroscience, 14, 513-518.

Assignments:

Writing

• Posts to Discussion Board: Students will be required to post a brief (300-500 words) reading response to the Canvas discussion board at least once per week. These are informal, blog-like posts intended to stimulate active thinking about readings before the beginning of seminar discussions. Responses will be graded as good, satisfactory, or unsatisfactory/incomplete. [10% of final grade]

• Film Responses: Students will write two 2-page response papers that respond to television shows or films that represent teenage life (e.g., Boyhood, The Hunger Games, My So-Called Life). [10% of final grade]
• Short Papers: Students will write two 3-4 page papers. One paper will be on adolescent experiences in armed conflict, and may draw on the novel, Fallen Angels, and materials from the Vietnam exhibit of the Lyndon B. Johnson library. (See “Gems of the University” below.) The second will be on pubertal and sexual development in adolescence, and may draw on Coming of Age in Samoa, Not Under My Roof, and/or Promises I Can Keep. Each paper will be submitted twice (first draft and revision after comments from peers and instructor) for a total of four graded assignments. [20% of final grade]

• Final Paper: Students will be required to choose one controversy regarding law or public policy (e.g., parental notification for elective abortion, life without parole for teenage offenders, graduated drivers’ licenses) and write an 8-page paper describing the controversy, their policy recommendation, and evidence from research in neuroscience, psychology, anthropology, and/or sociology that supports this recommendation. There will be a number of smaller assignments throughout the semester to scaffold completing this assignment, including completing an annotated bibliography and structured outline. Students will be required to circulate first drafts of their papers for peer review. [25% of final grade] This course meets the requirements of the Writing Flag.

Oral Presentation

Students will give a 10-15 minute presentation summarizing the arguments from their final paper. Students may use visual aids (e.g., Powerpoint slides). The class will be given the opportunity to respond to the speaker’s presentation with comments and questions. [10% of final grade]

Discussion

The majority of class time will be devoted to group discussion. To facilitate discussion, students will be required to post a brief reading response to a Canvas discussion board before class (see “Writing”, above). [25% of final grade]

Information Literacy

In order to prepare students to write their final paper, there will be a number of tutorials on using library databases and search engines (e.g., Google Scholar) to locate and download scientific articles, distinguishing reputable from untrustworthy internet sources, preparing citations and references sections, and avoiding plagiarism. Students will also be required to complete an annotated bibliography as part of the Final Paper assignment.

Gems of the University

During one class period, we will visit the “Vietnam Conflict” exhibit at the Lyndon B. Johnson Presidential Library and Museum. Insights and impressions from this visit will be used in our discussion of adolescents as soldiers, and students will draw on this experience when writing one of their short papers.

University Lecture Series

One lecture from the University Lecture Series (to be determined) will be required. Students will be asked to comment on the lecture in their weekly post to the Canvas discussion board, and the lecture content will be discussed during the next class period.

Instructor Biography

Dr. Harden is a clinical psychologist who conducts research on puberty, delinquency, alcohol problems, and sexual relationships in adolescence and young adulthood. Before coming to the University of Texas in 2009, she completed a Ph.D. at the University of Virginia and then did a clinical internship at Harvard Medical School working with adolescent girls with serious eating disorders. She has published over 50 scientific articles on adolescent development and psychopathology. When not in the lab, Dr. Harden enjoys reading mystery novels, quilting, and going to Zilker Park with her husband and two young children. 

PSY 301 • Introduction To Psychology

42983 • Fall 2016
Meets TTH 3:30PM-5:00PM
show description

Basic problems and principles of human experience and behavior. Three lecture hours a week for one semester, or the equivalent in independent study.

PSY 396 • Advanced Behavior Pathology

43995 • Fall 2014
Meets F 9:00AM-12:00PM SEA 3.250
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Evaluation of the experimental and theoretical literature concerning major behavioral disorders. Three lecture hours a week for one semester. A core course option. Prerequisite: Graduate standing and consent of instructor.

PSY 352 • Abnormal Psychology

44095 • Spring 2014
Meets TTH 2:00PM-3:30PM NOA 1.126
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Biological and social factors in the development and treatment of psychopathology. Three lecture hours a week for one semester. Prerequisite: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Electrical Engineering 351K, Government 350K, Mathematics 316, 362K, Mechanical Engineering 335, Psychology 317, Sociology 317L, Social Work 318, Statistics 309, Statistics and Scientific Computation 302, 303, 304, 305, 306, 318.

PSY 396 • Advanced Behavior Pathology

44030 • Fall 2013
Meets W 9:00AM-12:00PM SEA 4.242
show description

Evaluation of the experimental and theoretical literature concerning major behavioral disorders. Three lecture hours a week for one semester. A core course option. Prerequisite: Graduate standing and consent of instructor.

PSY 394Q • Developmental Behav Genetics

43610 • Spring 2013
Meets F 8:00AM-11:00AM SEA 4.110
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Seminars in Clinical Psychology. One or three lecture hours a wekk for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

PSY 396 • Advanced Behavior Pathology

43710 • Spring 2013
Meets W 9:00AM-12:00PM SEA 3.250
show description

Evaluation of the experimental and theoretical literature concerning major behavioral disorders. Three lecture hours a week for one semester. A core course option. Prerequisite: Graduate standing and consent of instructor.

PSY 301 • Introduction To Psychology

43090 • Spring 2012
Meets TTH 9:30AM-11:00AM BUR 106
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Course Description

Basic problems and principles of human experience and behavior. Students will learn about diverse areas of research in modern psychology, including memory, learning, emotion, intelligence, and personality.

Course Requirements

All Psychology 301 students must complete a research requirement by either participating in experimental sessions within the Psychology Dept. or by writing a research paper.

Grading Policy

The course grade will be based on four 100-point exams, plus an optional cumulative final exam.  The score on the cumulative final exam will replace the lowest exam grade if the student completed all previous exams, or will serve as a make-up grade for any previous exam that the student missed due to an excused absence. All exams will be multiple choice.

All Psychology 301 students must complete a research requirement by either participating in experimental sessions within the Psychology Dept. or by writing a research paper.

Text

Schacter, Gilbert, & Wegner. Psychology (2nd edition).

PSY 396 • Advanced Behavior Pathology

43460 • Fall 2011
Meets W 9:00AM-12:00PM SEA 4.242
show description

Evaluation of the experimental and theoretical literature concerning major behavioral disorders. Three lecture hours a week for one semester. A core course option. Prerequisite: Graduate standing and consent of instructor.

PSY 352 • Abnormal Psychology

43800 • Spring 2011
Meets MWF 9:00AM-10:00AM NOA 1.124
show description

Course Overview

This is an introductory undergraduate lecture course on abnormal psychology. We will discuss major

forms of adult psychopathology, including mood and anxiety disorders, schizophrenia and psychotic

disorders, eating disorders, and personality disorders. Course topics include definitions of “normal”

versus “abnormal” behavior; biological and environmental risk factors for psychopathology;

symptoms and diagnostic criteria; types of pharmacological and behavioral treatment; and current

controversies in the field of abnormal psychology.

PSY 396 • Advanced Behavior Pathology

43415 • Fall 2010
Meets W 9:00AM-12:00PM SEA 4.242
show description

Evaluation of the experimental and theoretical literature concerning major behavioral disorders. Three lecture hours a week for one semester. A core course option. Prerequisite: Graduate standing and consent of instructor.

PSY 352 • Abnormal Psychology

43960 • Spring 2010
Meets MWF 9:00AM-10:00AM NOA 1.124
show description

Course Information
Class Meeting   
North Office Annex (NOA) 1.124
MWF 9:00 – 10:00 a.m.

Professor
Kathryn Paige Harden, Ph.D. (please address me as Dr. Harden)
Office:     SEA 3.246
Phone:     (512) 471-1124
Email:    harden@psy.utexas.edu
Office Hours: Tuesdays and Thursdays, 1-2 p.m.

Teaching Assistant
Corey Pallatto, B.A. 
Office: SEA 3.318C
Phone: (512) 232-4805
Email: cpallatto@mail.utexas.edu
Office Hours: Mondays and Wednesdays, 10-11:30 a.m.

Course Overview
This is an introductory undergraduate lecture course on abnormal psychology.  We will discuss major forms of adult psychopathology, including mood and anxiety disorders, schizophrenia and psychotic disorders, eating disorders, and personality disorders.  Course topics include definitions of “normal” versus “abnormal” behavior; biological and environmental risk factors for psychopathology; symptoms and diagnostic criteria; types of pharmacological and behavioral treatment; and current controversies in the field of abnormal psychology. 

Course Policies
Textbook
The required text is:
Butcher, J.N., Mineka, S., and Hooley, J.M.  (2009).  Abnormal Psychology. (14th Edition.).  Boston, MA:  Allyn & Bacon. 
Be sure to purchase the correct edition! In addition, there will be six articles posted on the class website on Blackboard.  These are listed in the course schedule with the abbreviation [BB]. 

Prerequisites
The Psychology Dept. will drop students who do not meet the following prerequisites: (1) PSY 301 and PSY 418 (or equivalent listed in course schedule) with a C or better, and (2) upper division standing (60 hours completed).  Dropped students will be notified by the 12th class day.

Important Dates
•    January 22, 2010:      Last regular Add/Drop day
•    February 15:          Last day to Drop a course without academic penalty
•    March 15-20:          Spring Break
•    May 7:             Last Day of Class
•    May 12:        Final Exam (7:00 – 10:00 p.m.)


Attendance
Regular attendance is crucial.  More than three unexcused absences will result in an automatic half grade-step deduction in your FINAL grade (e.g., B to B-) for each absence.  Chronic lateness will also impact your participation grade.

Grading
Your overall grade will be based on exams, quizzes, and class participation.  There will be four 100-point exams (including the cumulative final exam) that together will account for 2/3 of your final grade.  There will also be four 40-point quizzes, plus an additional 40 possible points for class participation, that will account for the remaining 1/3 of your final grade.
 
Questions about an exam or quiz must be raised during office hours in the week immediately following the class meeting when you received that grade.  You may ask the TA or Professor to explain why a particular answer was correct or incorrect, or to review the underlying concepts, but your grade will NOT be changed under any circumstances.

UT has switched to the plus/minus system:
 
A     = 93 – 100
A-     = 90 – 92
B+     = 87 – 89
B     = 83 – 86
B-     = 80 – 82
C+     = 77 – 79
C     = 73 – 76
C-     = 70 – 72
D+     = 67 – 69
D     = 63 – 66
D-     = 60 – 62
F     = Less than 60
 

Under NO circumstances (e.g., if you are just below a cut-off point; if you “need” a particular grade, etc.) will additional points be given to your final grade.  Please note that it is against UT policy to discuss your grades by email or by phone. 

Make-Up Exams
A make-up exam may be scheduled only with ADVANCE permission from the professor.  The following are acceptable reasons to schedule a make-up exam:  (1) Illness or injury, with a note from a medical professional; (2) Death or serious illness in the family, or other family emergency; (3) Travel for a scientific meeting or with an official UT organization.   If you will be missing a scheduled exam, please email the TA (with the professor CC’ed) as soon as possible. 

Academic Honesty
University policies on academic integrity (Office of the Dean of Students, 2008) apply to this course.  “At a minimum, you should complete any assignments, exams, and other scholastic endeavors with the utmost honesty, which requires you to:
•    Acknowledge the contributions of other sources to your scholastic efforts;
•    Complete your assignments independently unless expressly authorized to seek or obtain assistance in preparing them;
•    Follow instructions for assignments and exams, and observe the standards of your academic discipline; and
•    Avoid engaging in any form of academic dishonesty on behalf of yourself or another student.”
Office of the Dean of Students. (2008). The Standard of Academic Integrity. Retrieved July 26, 2009, from http://deanofstudents.utexas.edu/sjs/acint_student.php

Required University Notices and Policies
University of Texas Honor Code
The core values of The University of Texas at Austin are learning, discovery, freedom, leadership, individual opportunity, and responsibility. Each member of the university is expected to uphold these values through integrity, honesty, trust, fairness, and respect toward peers and community.

Documented Disability Statement
The University of Texas at Austin provides upon request appropriate academic accommodations for qualified students with dis¬abilities. For more information, contact Services for Students with Disabilities at 471-6259 (voice) or 232-2937 (video phone) or http://www.utexas.edu/diversity/ddce/ssd.

Use of E-Mail for Official Correspondence to Students
E-mail is recognized as an official mode of university correspondence; therefore, you are responsible for reading your e-mail for university and course-related information and announcements. You are responsible to keep the university informed about chang¬es to your e-mail address. You should check your e-mail regularly and frequently—I recommend daily, but at minimum twice a week—to stay current with university-related communications, some of which may be time-critical. You can find UT Austin’s poli¬cies and instructions for updating your e-mail address at http://www.utexas.edu/its/policies/emailnotify.php.

Religious Holy Days
By UT Austin policy, you must notify me of your pending absence at least fourteen days prior to the date of observance of a reli¬gious holy day. If you must miss a class, an examination, a work assignment, or a project in order to observe a religious holy day, I will give you an opportunity to complete the missed work within a reasonable time after the absence.

Behavior Concerns Advice Line (BCAL)
If you are worried about someone who is acting differently, you may use the Behavior Concerns Advice Line to discuss by phone your concerns about another individual’s behavior. This service is provided through a partnership among the Office of the Dean of Students, the Counseling and Mental Health Center (CMHC), the Employee Assistance Program (EAP), and The University of Texas Police Department (UTPD). Call 512-232-5050 or visit http://www.utexas.edu/safety/bcal.
Course Schedule
Week    Date    Topic    Readings
Week 1    Jan 20    Introduction and Review of Syllabus    
    Jan 22    What is “Abnormal” Behavior?      AP Chapter 1 (pp. 1 – 28)
Week 2    Jan 25    Clinical Assessment    AP Chapter 4 (pp. 105 – 138)
    Jan 27    Demons to Genes:  Historical Changes in Causal Explanation     AP Chapter 2 (pp. 29 – 56)
    Jan 29    When You Say One Thing but You Mean Your Mother:  The Legacy of Psychoanalysis    
Week 3    Feb 1    Nature vs. Nurture (and Why I Hate that Phrase)    AP Chapter 3 (pp. 57 – 73)
    Feb 3    Learning and Cognition: White Rats and White Bears
Quiz #1    AP Chapter 3 (pp. 73 – 104)
    Feb 5    Generalized Anxiety Disorder and the Phobias    AP Chapter 6 (pp. 175 – 189, 201 – 206)
Week 4    Feb 8    Panic Disorder and Agoraphobia:  There is Nothing to Fear but Fear Itself?     AP Chapter 6 (pp. 190 – 201)
    Feb 10    Obsessive Compulsive Disorder    AP Chapter 6 (pp. 206 – 218)
Sedaris, D. (1998). A plague of tics.  In Naked (pp. 7-18).  New York, NY: Back Bay Books. [BB].
    Feb 12    Exam #1   
Week 5    Feb 15    Post-Traumatic Stress Disorder     AP Chapter 5 (pp. 157 – 174)
    Feb 17    Major Depressive Disorder    AP Chapter 7 (pp. 219 – 247)

    Feb 19    Major Depressive Disorder    Solomon, A. (1998). Anatomy of melancholy. The New Yorker, January 12, 1998. [BB].
Week 6    Feb 22    Antidepressants and Suicide    AP Chapter 7 (pp. 262 – 272)
    Feb 24    Mania and Bipolar Disorder     AP Chapter 7 (pp. 247 – 262)
    Feb 26    Schizophrenia
Quiz #2    AP Chapter 13 (pp. 457 – 497)
Week 7    Mar 1    Schizophrenia    Finish reading AP Chapter 13
    Mar 3    Schizophrenia    Finish reading AP Chapter 13
    Mar 5    Anorexia Nervosa    AP Chapter 9 (pp. 305 – 339)
Week 8    Mar 8    Anorexia Nervosa    Noden, M.  (1994, August 8).  Dying to win.  Sports Illustrated. [BB].
    Mar 10    Bulimia Nervosa    Finish reading AP Chapter 9
    Mar 12    Exam #2   
Week 9        SPRING BREAK   
Week 10    Mar 22    Interplay between Mental and Physical Health    AP Chapter 5 (pp. 139 – 156)
    Mar 24    The “Wandering Uterus”: Hysteria and the Somatoform Disorders    AP Chapter 8 (pp. 272 – 288)
    Mar 26    Dissociative Disorders and the DID Controversy    AP Chapter 8 (pp. 288 – 304)
Week 11    Mar 29    Guest Lecture by Corey Palatto: Sexual Disorders and Sexual Dysfunction    AP Chapter 12 (pp. 418 – 456)
    Mar 31    Gender Identity Disorder    Hiltzik, M.A. (2000, November 19). Through the gender labyrinth.  Los Angeles Times Magazine. [BB].
    Apr 2    Insomnia and Sleep Disorders
Quiz #3   
Week 12    Apr 5    Substance Use Disorders and Addiction    AP Chapter 11 (pp. 381 – 417)
    Apr 7    Addicted to Love?: Other Impulse-Control Disorders     Finish reading AP Chapter 11
    Apr 9    Substance Use in Adolescents and College Students    Finish reading AP Chapter 11
Week 13    Apr 12    Conduct Disorder and Juvenile Delinquency    AP Chapter 15 (pp. 529 – 536)
    Apr 14    Attention Deficit – Hyperactivity Disorder   
    Apr 16     Exam #3   
Week 14    Apr 19     Introduction to Personality Disorders    AP Chapter 10 (pp. 340 – 363)
    Apr 21    Borderline Personality Disorder    Wheelis, J. & Gunderson, J.G. (1998).  A little cream and sugar: Psychotherapy with a borderline patient.  American Journal of Psychiatry, 155, 114-122. [BB].
    Apr 23    BPD and Non-Suicidal Self-Injury    
Week 15    Apr 26     Narcissistic Personality Disorder   
    Apr 28    Antisocial Personality Disorder and Psychopathy    AP Chapter 10 (pp. 365 – 380)
    Apr 30    Antisocial Personality Disorder and Psychopathy
Quiz #4    Seabrook, J. (2008, November 10).  Suffering souls:  The search for the roots of psychopathy.  The New Yorker.  [BB].
Week 16    May 3    Legal Issues and Quandaries     AP Chapter 17 (pp. 605 – 632)
    May 5    Does Therapy Work?    AP Chapter 16 (pp. 567 – 604)
    May 7    “Everybody Has Won and All Must Have Prizes”: Comparing Types of Therapy    Finish reading AP Chapter 16
FINAL    May 12    FINAL EXAM (7:00 – 10:00 PM)   

AP = From the Abnormal Psychology textbook
BB = Posted on Blackboard.

PSY 396 • Advanced Behavior Pathology

44385 • Fall 2009
Meets W 9:00AM-12:00PM SEA 4.242
show description

Evaluation of the experimental and theoretical literature concerning major behavioral disorders. Three lecture hours a week for one semester. A core course option. Prerequisite: Graduate standing and consent of instructor.

Publications

2018 and Forthcoming (please contact me for copies)

*Graduate student, undergraduate student, or post-doctoral advisee

Grotzinger, A. D., Rhemtulla, M., de Vlaming, R., Ritchie, S. J., Mallard, T. T., Hill, W. D., … & Harden, K. P., Nivard, M., & Tucker-Drob, E.M. (2018). Genomic SEM provides insights into the multivariate genetic architecture of complex traits. bioRxiv.

Engelhardt, L.E., Harden, K.P., Tucker-Drob, E.M., & Church, J.A. (2018). The neural architecture of executive function is established by middle childhood. bioRxiv.

Mallard, T.T., Harden, K.P., & Fromme, K. (2018). Genetic risk for schizophrenia influences substance use in emerging adulthood: An event-level polygenic prediction model. bioRxiv.

Koellinger, P.D., & Harden, K.P. (2018). Using nature to understand nurture. Science, 359, 386-387.

*Grotzinger, A.D., Briley, D.A., Englehardt, L.E., Mann, F.D., Patterson, M.W., Tackett, J.L., Tucker-Drob, E.M., & Harden, K.P. (2018). Genetic and environmental influences on pubertal hormones in human hair across development. Psychoneuroendocrinology, 90, 76-84.

*Grotzinger, A.D., *Mann, F.D., *Patterson, M.W., Tackett, J.L., Tucker-Drob, E.M., & Harden, K.P. (in press). Hair and salivary testosterone, hair cortisol, and externalizing behaviors in adolescents. Psychological Science.

Mõttus, R., Briley, D.A., Mann, F.D., Tackett, J.L., Harden, K.P., & Tucker-Drob, E.M. (in press). Kids becoming less alike: A behavioral genetic decomposition of developmental increases in personality variance from childhood to adolescence. Journal of Personality and Social Psychology.

*Mann, F.D., Tackett, J.L., Tucker-Drob, E.M., & Harden, K.P. (2018). Callous-unemotional traits moderate genetic and environmental influences on rule-breaking and aggression: Evidence for gene × trait interaction. Clinical Psychological Science, , 123-133. [PDF]

*Mann, F.D., *Paul, S., Tackett, J.L., Tucker-Drob, E.M., & Harden, K.P.  (2018). Personality risk for antisocial behavior: Testing the intersections between callous-unemotional traits, sensation seeking, and impulse control in adolescence. Development and Psychopathology, 30, 267-282. [PDF]

2017

Externalizing Behaviors

Harden, K.P., *Mann, F.D., *Grotzinger, A.D., *Patterson, M.W., Steinberg, L., Tackett, J.L., & Tucker-Drob, E.M. (2017). Developmental differences in reward sensitivity and sensation seeking in adolescence: Testing sex-specific associations with gonadal hormones and pubertal development. Journal of Personality and Social Psychology. Advance online publication. http://dx.doi.org/10.1037/pspp0000172

*Patterson, M.W., *Cheung, A.K., *Mann, F.D., Tucker-Drob, E.M., & Harden, K.P. (2017). Multivariate analysis of genetic and environmental influences on parenting in adolescence. Journal of Family Psychology, 31(5), 532-541.

Harden, K.P., *Kretsch, N., *Mann, F.D., Herzhoff, K., Tackett, J.L., Steinberg, L., & Tucker-Drob, E.M. (2017). Beyond dual systems: A genetically-informed, latent factor model of behavioral and self-report measures related to adolescent risk-taking. Developmental Cognitive Neuroscience, 25, 221-234.

*Mann, F.D., *Engelhardt, L.E., Briley, D.A., *Grotzinger, A.D., *Patterson, M.W., Tackett, J.L., Statham, D.J., Heath, A., Lynskey, M.T., Slutske, W.G., Martin, N.G., Tucker-Drob, E.M., Harden, K.P. (2017). Sensation seeking and impulsive traits as personality endophenotypes for antisocial behavior: Evidence from two independent samples. Personality and Individual Differences, 105, 30-39. [PDF]

Yan, N., Benner, A., Tucker-Drob, E.M., & Harden, K.P. (2017). Mothers’ early depressive symptoms and preschoolers’ behavioral problems: The moderating role of genetic influences. Child Psychiatry and Human Development, 48, 434-443. [PDF]

Hormones, Puberty, Sex, and Fertility

*Grotzinger, A.D., *Mann, F.D., *Patterson, M.W., Herzhoff, K., Tackett, J.L, Tucker-Drob, E.M., & Harden, K.P. (2017). Twin models of environmental and genetic influences on pubertal development, salivary testosterone and estradiol in adolescence. Clinical Endocrinology. Advance online publication. doi: 10.1111/cen.13522 [PDF]

Eastwick, P.W., Harden, K.P., Shukusky, J.A., Morgan, T.A., & Joel, S. (2017). Consistency and inconsistency among romantic partners over time. Journal of Personality and Social Psychology, 112, 838-859. [PDF]

Suleiman, A.B., Galvan, A., Harden, K.P., & Dahl, R.E. (2017). Becoming a sexual being: The “elephant in the room” of adolescent brain development. Developmental Cognitive Neuroscience, 25, 209-220.

Tucker-Drob, E.M., *Grotzinger, A., Briley, D.A., *Engelhardt, L.E., *Mann, F.D., … Harden, K.P. (2017). Genetic influences on hormonal markers of chronic HPA function in human hair. Psychological Medicine, 47, 1389-1401.

*Ashenhurst, J.R., Wilhite, E.R., Harden, K.P., & Fromme, K. (2017). Number of sexual partners and relationship status are associated with unprotected sex across emerging adulthood. Archives of Sexual Behavior, 46, 419-432. [PDF]

Cognitive Abilities

Engelhardt, L.E., Roe, M. A., Juranek, J., DeMaster, D., Harden, K. P., Tucker-Drob, E. M., & Church, J. A. (2017). Children’s head motion during fMRI tasks is heritable and stable over time. Developmental Cognitive Neuroscience, 25, 58-68.

2016

Externalizing Behaviors

*Ashenhurst, J.R., Harden, K.P. , Corbin, W.R., & Fromme, K. (2016). Alcohol-related genes show an enrichment of associations with a persistent externalizing factor. Journal of Abnormal Psychology, 125, 933-945. [PDF]

*Mann, F.D., *Patterson, M.W, *Grotzinger, A., *Kretsch, N., Tackett, J.L., Tucker-Drob, E.M., & Harden, K.P. (2016). Sensation seeking, peer deviance, and genetic influences on adolescent delinquency: Evidence for person-environment correlation and interaction. Journal of Abnormal Psychology, 125, 679-691. [PDF]

Shulman, E., Harden, K.P., Chein, J. & Steinberg, L. (2016). The development of impulse control and sensation seeking in adolescence: Independent or interdependent processes. Journal of Research on Adolescence, 26, 37-44. [PDF]

Hormones, Puberty, Sex, and Fertility

Harden, K.P., Wrzus, C., Luong, G., *Grotzinger, A., Bajbouj, M., Rauers, A., Wagner, G.G., & Riediger, M. (2016). Diurnal coupling between testosterone and cortisol from adolescence to older adulthood. Psychoneuroendocrinology, 73, 79-90. [PDF]

Suleiman, A.B., & Harden, K.P. (2016). The importance of sexual and romantic development in understanding the developmental neuroscience of adolescence. Developmental Cognitive Neuroscience, 17, 145-147. [PDF]

*Kretsch, N., Mendle, J., Cance, J.D., & Harden, K.P. (2016). Peer group similarity in perceptions of pubertal timing. Journal of Youth and Adolescence, 45, 1696-1710. [PDF]

Mendle, J., Moore, S.R., *Briley, D.A. & Harden, K.P. (2016). Puberty, socioeconomic status, and depression in girls: Evidence for gene × environment interactions. Clinical Psychological Science, 4, 3-16. [PDF]

*Kretsch, N., Mendle, J., Harden, K.P. (2016). A twin study of objective and subjective pubertal timing and peer influence on adolescent risk-taking. Journal of Research on Adolescence, 26, 45-59. [PDF]

Silventoinen, K., et al. [consortium]. (2016). Genetic and environmental effects on body mass index from infancy to the onset of adulthood: an individual-based pooled analysis of 45 twin cohorts participating in the CODATwins study. American Journal of Clinical Nutrition, 104,371-379.

Cognitive Abilities

*Engelhardt, L.E, *Mann, F.D., Briley, D.A., Church, J.A., Harden, K.P. , & Tucker-Drob, E.M. (2016). Strong genetic overlap between executive functions and intelligence. Journal of Experimental Psychology: General, 145, 1141-1159. [PDF]

Tucker-Drob, E.M., Briley, D.A., *Engelhardt, L.E., *Mann, F.D., & Harden, K.P. (2016). Genetically-mediated associations between measures of childhood character and academic achievement. Journal of Personality and Social Psychology, 111, 790-815. [PDF]

*Cheung, A.K., Harden, K.P., & Tucker-Drob, E.M. (2016). Multivariate behavioral genetic analysis of parenting in early childhood. Parenting: Science and Practice, 16, 257-283.

2015

Externalizing Behaviors 

*Ashenhurst, J.R., Harden, K.P., Corbin, W.R., Fromme, K. (2015). Trajectories of binge drinking and personality change across emerging adulthood. Psychology of Addictive Behaviors, 29, 978-991. [PDF]

Harden, K.P., & *Mann, F.D. (2015). Biological risk for the development of adolescent externalizing: Integrating insights from behavioral genetics and neuroscience. Child Development Perspectives, 9, 211-216. [PDF]

Harden, K.P., *Patterson, M.W., *Briley, D.A., *Engelhardt, L.E., *Kretsch, N., *Mann, F.D., Tackett, J.L., & Tucker-Drob, E.M. (2015). Developmental changes in genetic and environmental influences on rule-breaking and aggression: age and pubertal development. Journal of Child Psychology and Psychiatry, 56, 1370-1379. [PDF]

*Mann, F.D., *Briley, D.A., Tucker-Drob, E.M., & Harden, K.P. (2015). A behavioral genetic analysis of callous-unemotional traits and Big Five personality in adolescence. Journal of Abnormal Psychology, 124, 982-993. [PDF]

*Mann, F.D., *Kretsch, N., Tackett, J.L., Harden, K.P., & Tucker-Drob, E.M. (2015). Person × environment interactions on adolescent delinquency: Sensation seeking, peer deviance and parental monitoring. Personality and Individual Differences, 76, 129-134. [PDF]

Shulman, E., Harden, K.P., Chein, J., & Steinberg, L. (2015). Sex differences in the developmental trajectories of impulse control and sensation-seeking from early adolescence to early adulthood. Journal of Youth and Adolescence, 44, 1-17. [PDF]

Hormones, Puberty, Sex, and Fertility

Harden, K.P., & Klump, K.L. (2015). Introduction to the Special Issue on Gene-Hormone Interplay. Behavior Genetics, 45, 263-267. [PDF]

Tackett, J.L., Reardon, K.W., Herzhoff, K., Page-Gould, E., Harden, K.P., & Josephs, R.A. (2015). Estradiol and cortisol interactions in youth externalizing psychopathology. Psychoneuroendocrinology, 55, 146-153. [PDF]

*Briley, D. A., Harden, K. P., & Tucker-Drob, E. M. (2015). Genotype × cohort interaction on completed fertility and age at first birth. Behavior Genetics, 45, 71-83. [PDF]

Cognitive Abilities

*Cheung, A. K., Harden, K. P., & Tucker-Drob, E. M. (2015). From specialist to generalist: Developmental transformations in the genetic structure of early child abilities. Developmental Psychobiology. [PDF]

*Engelhardt, L.E., *Briley, D.A., *Mann, F.D., Harden, K.P., & Tucker-Drob, E.M. (in press). Genes unite executive functions in childhood. Psychological Science. (PDF)

Methods

*Briley, D.A., Harden, K.P., Bates, T.C., & Tucker-Drob, E.M. (2015). Nonparametric estimates of gene x environment interaction using local structural equation modeling. Behavior Genetics, 45, 581-596. [PDF]

Other Papers in Behavioral Genetics

Silventoinen, K., et al. [consortium]. (2015). The CODAtwins project: the cohort description of Collaborative Project of Development of Anthropological Measures in Twins to study macro-environmental variation in genetic and environmental effects on anthropomorphic traits. Twin Research and Human Genetics, 18, 348-360.

Jelenkovic, A., et al. [consortium]. (2015). Zygosity in height and body mass index of twins from infancy to old age: A study of the CODAtwins project. Twin Research and Human Genetics, 18, 557-570.

2014

Externalizing Behaviors

Benner, A.D, Kretsch, N.*, Harden, K.P., & Crosnoe, R. (2014). Genetic influences on the link between academic achievement and alcohol use in adolescence. Developmental Psychology, 50, 1170-1178. [PDF]

Kretsch, N.* & Harden, K.P. (2014).  Marriage, divorce, and alcohol use in young adulthood: A longitudinal sibling-comparison study. Emerging Adulthood, 2, 138-149. [PDF]

Cheung, A.*, Harden, K.P. & Tucker-Drob, E.M. (2014). Gene × environment interactions in early externalizing behaviors: Parental emotional support and socioeconomic context as moderators of genetic influences? Behavior Genetics, 44, 468-486. [PDF]

Hormones, Puberty, Sex, and Fertility

Harden, K.P (2014). A sex-positive framework for research on adolescent sexuality. Perspectives on Psychological Science, 9, 455-469. [PDF]

Harden, K.P., *Kretsch, N., Moore, S.R., & Mendle, J. (2014). Hormonal influences on risk for disordered eating during puberty and adolescence. International Journal of Eating Disorders, 47, 718-726. [PDF]

Tackett, J.L., Herzhoff, K., Harden, K.P., Page-Gould, E., & Josephs, R.A. (2014). Personality × hormone interactions in adolescent externalizing psychopathology. Personality Disorders: Theory, Treatment, & Research, 5, 235-246. [PDF]

Harden, K.P., Kretsch, N.*, Tackett, J.L, & Tucker-Drob, E.M. (2014). Genetic and environmental influences on testosterone in adolescents: Evidence for sex differences. Developmental Psychobiology, 56, 1278-1289. [PDF]

Moore, S.*, Harden, K.P., & Mendle, J. (2014). Pubertal timing and adolescent sexual behavior in girls. Developmental Psychology, 50, 1734-1745. [PDF]

Kretsch, N.*, & Harden, K.P. (2014).  Pubertal development and peer influence on risky decision-making. Journal of Early Adolescence, 34, 339-359. [PDF]

Harden, K.P. (2014).  Genetic influences on adolescent sexual behavior: Why genes matter for environmentally-oriented researchers. Psychological Bulletin, 140, 434-465. [PDF]

Carlson, M.D.*, Mendle, J., & Harden, K.P. (2014). Early adverse environments and genetic influences on age at first sexual intercourse: Evidence for gene-environment interaction. Developmental Psychology, 50, 1532-1542.  [PDF]

Tackett, J., Kushner, S. C., Josephs, R. A., Harden, K. P., Page-Gould, E., & Tucker-Drob, E. M. (2014). Cortisol reactivity and recovery in the context of adolescent personality disorder.  Journal of Personality Disorders, 28, 25-39. [PDF]

Cognitive Abilities

*Briley, D.A., Harden, K.P., & Tucker-Drob, E.M. (2014). Child characteristics and parental educational expectations: Evidence for transmission with transaction. Developmental Psychology, 50, 2614-2632. [PDF]

Methods

Turkheimer, E., & Harden, K.P. (2014). Behavior genetic research methods: Testing quasi-causal hypotheses using multivariate twin data. In H.T. Reis & C.M. Judd (Eds.), Handbook of Research Methods in Social and Personality Psychology. 2nd Edition. Cambridge University Press. [PDF]

Other Papers in Behavioral Genetics

Watson, N.F., Harden, K.P., Buchwald, D., Vitiello, M.V., Pack, A.I., Strachan, E., & Goldberg, J. (2014).  Sleep duration and depressive symptoms: A gene-environment interaction. Sleep, 37, 351-358. [PDF]

2013

Externalizing Behaviors

Quinn, P.D.*, & Harden, K.P. (2013).  Behind the wheel and on the map: Genetic and environmental associations between drunk driving and other externalizing behaviors. Journal of Abnormal Psychology, 122, 1166-1178.  [PDF]

Buck, K.A.*, Kretsch, N.*, & Harden, K.P. (2013). Positive attentional bias, attachment style, and susceptibility to peer influence: Results from a pilot investigation. Journal of Research on Adolescence, 23, 605-613. [PDF]

Quinn, P.D.* & Harden, K.P. (2013). Differential changes in impulsivity and sensation seeking and the escalation of substance use from adolescence to early adulthood. Development and Psychopathology, 25,223 – 239. [PDF]

Tucker-Drob, E.M., & Harden, K.P. (2013).  Gene-by-preschool interaction on the development of early externalizing problems. Journal of Child Psychology and Psychiatry, 54, 77-85. [PDF]

Hormones, Puberty, Sex, and Fertility

Mendle, J., Ferrero, J.*, Moore, S.,* & Harden, K.P. (2013).  Depression and adolescent sexual activity in romantic and non-romantic relational contexts:  A genetically-informative sibling comparison. Journal of Abnormal Psychology, 122, 51-63. [PDF]

Cognitive Abilities

Tucker-Drob, E.M., Briley, D.*, & Harden, K.P. (2013).  Genetic and environmental influences on cognition across development and context. Current Directions in Psychological Science, 22, 349-355. [PDF].

Methods

Harden, K.P., Tucker-Drob, E.M., & Tackett, J. (2013).  The Texas Twin Project. Twin Research and Human Genetics, 16, 385-390. [PDF]

Other Papers in Behavioral Genetics

Watson, N.F., Buchwald, D., & Harden, K.P. (2013). A twin study of genetic influences on diurnal preference and risk for alcohol use outcomes. Journal of Clinical Sleep Medicine, 9, 1333-1339. [PDF]

2012

Externalizing Behaviors

Schermerhorn, A.C., D’Onofrio, B.M., Slutske, W.S., Emery, R.E., Turkheimer, E., Harden, K.P., Heath, A.C., & Martin, N.G. (2012). Offspring ADHD as a risk factor for parental marital problems: Controls for genetic and environmental confounds. Twin Research and Human Genetics, 15, 700-713. [PDF]

Harden, K.P., & Mendle, J. (2012).  Gene-environment interplay in the association between pubertal timing and delinquency in adolescent girls.  Journal of Abnormal Psychology, 121, 73-87. [PDF]

Harden, K.P., Quinn, P.D.*, & Tucker-Drob, E.M. (2012).  Genetically influenced change in sensation seeking drives the rise of delinquent behavior during adolescence.Developmental Science, 15, 150-163. [PDF]

Hormones, Puberty, Sex, and Fertility

Harden, K.P. (2012).  True love waits? Age at first sexual intercourse and relationship quality in young adulthood. Psychological Science, 23, 1324-1336. [PDF]

  • #1 “Most Read” Psychological Science article in April 2013 (based on PDF downloads and full-text views)

Harden, K.P., Mendle, J., & Kretsch, N.* (2012).  Genetic and environmental pathways between early pubertal timing and dieting in adolescence: Distinguishing between objective and subjective timing. Psychological Medicine, 42, 183-193. [PDF]

Cognitive Abilities

Tucker-Drob, E.M. & Harden, K.P. (2012). Early childhood cognitive development and parental cognitive stimulation: Evidence for reciprocal gene-environment transactions. Developmental Science, 15, 250-259. [PDF]

Tucker-Drob, E.M., & Harden, K.P. (2012). Intellectual interest mediates gene-by-SES interaction on adolescent academic achievement. Child Development, 83, 743-757.  [PDF]

Tucker-Drob, E.M., & Harden, K.P. (2012). Learning motivation mediates gene-by-socioeconomic status interaction on mathematics achievement in early childhood. Learning and Individual Differences, 22, 37-45. [PDF]

Other Papers

Watson, N.F., Harden, K.P., Buchwald, D., Vitiello, M.V., Pack, A.I., Weigle, D.S., & Goldberg, J. (2012).  Sleep duration and body mass index in twins: A gene-environment interaction. Sleep, 35, 597-603.

Mendle, J., Harden, K.P., Brooks-Gunn, J., & Graber, J.A. (2012).   Peer relationships and depressive symptomatology in boys at puberty. Developmental Psychology, 48, 429-435.

Magee, J.C., Harden, K.P., & Teachman, B.A. (2012). Psychopathology and thought suppression: A quantitative review. Clinical Psychology Review, 32, 189-201. [PDF]

2011

Harden, K.P. & Tucker-Drob, E.M. (2011). Individual differences in impulsivity and sensation seeking during adolescence:  Further evidence for a dual systems model. Developmental Psychology, 47, 739-746. [PDF]

Harden, K.P., & Mendle, J.E.  (2011). Why don’t smart teens have sex? A behavioral genetic analysis. Child Development. 82, 1327-1344. [PDF]

Tucker-Drob, E.M., Rhemtulla, M., Harden, K.P., Turkheimer, E., & Fask, D. (2011). Emergence of a gene-by-socioeconomic status interaction on infant mental ability between 10 months and 2 years.  Psychological Science, 22, 125-133.

Singh, A.L., D’Onofrio, B.M., Slutske, W.S., Turkheimer, E., Emery, R.E., Harden, K.P., Heath, A.C., Madden, P.A.F., Statham, D.J., & Martin, N.G.  (2011).  Parental depression and offspring psychopathology:  A children of twins study. Psychological Medicine, 41, 1385-1395.  [PDF]

Harden, K.P., & Mendle, J.E.  (2011).  Adolescent sexual activity and the development of delinquent behavior:  The role of relationship context.  Journal of Youth and Adolescence, 40, 825-838. [PDF]

2010

Harden, K.P.  (2010).  Does religious involvement protect against early drinking? A behavior genetic approach. Journal of Child Psychology and Psychiatry, 51, 763-771.

Mendle, J.E., Harden, K.P., Brooks-Gunn, J., & Graber, J.A.  (2010). Development’s tortoise and hare:  Differing roles of pubertal timing and pubertal tempo in the emergence of depressive symptoms. Developmental Psychology, 46, 1341-1353.

2009

Tucker-Drob, E.M., Harden, K.P., & Turkheimer, E.  (2009). Combining nonlinear biometric and psychometric models of cognitive abilities. Behavior Genetics, 39, 461-471. [PDF]

Mendle, J.E., Harden, K.P., van Hulle, C., D’Onofrio, B.M., Lahey, B.B., Rodgers, J.L, et al. (2009).  Associations between father absence and age of first sexual intercourse. Child Development, 80, 1463-1480. [PDF]

Loehlin, J.C., Harden, K.P., & Turkheimer, E.  (2009).  The effects of assumptions about parental assortative mating and genotype-income correlation on parameter estimates from the National Merit twin study. Behavior Genetics, 39, 165-169. [PDF]

Harden, K.P., D’Onofrio, B.M., Van Hulle, C., Turkheimer, E., Rodgers, J.L., & Lahey, B.L.  (2009).  Population density and youth antisocial behavior. Journal of Child Psychology and Psychiatry, 50, 999 – 1008. [PDF]

2008

Slutske, W.S., D’Onofrio, D.M., Turkheimer, E., Emery, R.E., Harden, K.P., Heath, A.C., & Martin, N.G.  (2008).  Searching for an environmental effect of parental alcoholism on offspring alcohol use disorder: A genetically-informed study of children of alcoholics. Journal of Abnormal Psychology, 117, 534 – 551. [PDF]

Harden, K.P., Mendle, J.E., Turkheimer, E., & Emery, R.E.  (2008).  Rethinking timing of first sex and delinquency. Journal of Youth and Adolescence, 37, 373 – 385. [PDF]

Harden, K.P., Hill, J.E., Turkheimer, E., & Emery, R.E.  (2008).  Gene-environment correlation and interaction in peer influence on adolescent alcohol and tobacco use. Behavior Genetics, 38, 339 – 347. [PDF]

Hill, J.E., Mendle, J.E., Harden, K.P., Turkheimer, E., & Emery, R.E.  (2008).  The relationship between adolescent externalizing and affiliation with externalizing peers:  A behavior genetic approach.  Journal of Abnormal Child Psychology, 36, 81 – 94. [PDF]

D’Onofrio, B.M., van Hulle, C.A., Waldman, I.D., Rodgers, J.L., Harden, K.P., Rathouz, P.J., & Lahey, B.B.  (2008).  Smoking during pregnancy and offspring externalizing problems:  An exploration of genetic and environmental confounds. Development and Psychopathology, 20, 139 -164. [PDF]

2007

Harden, K.P., Lynch, S.K., Turkheimer, E., Emery, R.E., D’Onofrio, B.M., Slutske, W.S., Heath, A.C., Waldron, M., Madden, P., & Martin, N.G. (2007). A behavior genetic investigation of adolescent motherhood and offspring mental health problems.  Journal of Abnormal Psychology, 116, 667 – 683. [PDF]

Harden, K.P., Turkheimer, E., Emery, R.E., D’Onofrio, B.M., Slutske, W.S., Heath, A.C., & Martin, N.G.  (2007).  Marital conflict and conduct problems in children-of-twins. Child Development, 77, 1 – 18. [PDF]

Harden, K.P., Turkheimer, E., & Loehlin, J.C. (2007).  Genotype-by-environment interaction in adolescents’ cognitive ability.  Behavior Genetics, 37, 273 – 283. [PDF]

D’Onofrio, B.M., Slutske, W., Turkheimer, E., Emery, R.E., Harden, K.P., Heath, A.C., Madden, P.A.F., & Martin, N.G. (2007).  Intergenerational transmission of conduct problems:  A children-of-twins study.  Archives of General Psychiatry, 64, 820 – 829. [PDF]

D’Onofrio, B.M., Turkheimer, E., Emery, R.E., Harden, K.P., Slutske, W.S., Heath, A.C., Madden, P.A.F., & Martin, N.G.  (2007).  A genetically informed study of the intergenerational transmission of relationship instability.  Journal of Marriage and the Family, 69, 793 – 908. [PDF]

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