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Does cross-generational epigenetic inheritance contribute to cultural continuity?

机译：跨世代的表观遗传是否有助于文化的延续？

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Human studies of cross-generational epigenetic inheritance have to consider confounding by social patterning down the generations, often referred to as ‘cultural inheritance’. This raises the question to what extent is ‘cultural inheritance’ itself epigenetically mediated rather than just learnt. Human studies of non-genetic inheritance have demonstrated that, beyond foetal life, experiences occurring in mid-childhood before puberty are the most likely to be associated with cross-generational responses in the next generation(s). It is proposed that cultural continuity is played out along the axis, or ‘payoff’, between responsiveness and stability. During the formative years of childhood a stable family and/or home permits small children to explore and thereby learn. To counter disruptions to this family home ideal, cultural institutions such as local schools, religious centres and market places emerged to provide ongoing stability, holding the received wisdom of the past in an accessible state. This cultural support allows the growing child to freely indulge their responsiveness. Some of these prepubertal experiences induce epigenetic responses that also transfer molecular signals to the gametes through which they contribute to the conception of future offspring. In parallel co-evolution with growing cultural support for increasing responsiveness, ‘runaway’ responsiveness is countered by the positive selection of genetic variants that dampen responsiveness. Testing these ideas within longitudinal multigenerational cohorts will need information on ancestors/parents’ own communities and experiences (Exposome scans) linked to ongoing Phenome scans on grandchildren; coupled with epigenome analysis, metastable epialleles and DNA methylation age. Interactions with genetic variants affecting responsiveness should help inform the broad hypothesis.
机译：跨代后代遗传研究的人类研究必须考虑通过代代相传的社会模式来混淆，这通常被称为“文化遗传”。这就提出了一个问题，即“文化遗产”本身在表观遗传上是介导的，而不仅仅是学习的。人类对非遗传遗传的研究表明，除了胎儿生活，在青春期之前的儿童中期发生的经历最有可能与下一代的跨代反应有关。建议在响应性和稳定性之间沿轴心或“收益”发挥文化连续性。在童年的成长时期，稳定的家庭和/或家庭允许小孩探索并学习。为了应对这种家庭住所的破坏，出现了一些文化机构，例如当地学校，宗教中心和集市，以提供持续的稳定性，使过去所接受的智慧保持在可及的状态。这种文化支持使成长中的孩子可以自由地放纵自己的反应能力。这些青春前的经历中的一些会诱发表观遗传反应，这些反应还将分子信号转移到配子中，从而通过它们促进未来子代的形成。在伴随不断发展的共同进化与不断增加的文化支持以增加响应能力的同时，“失控”响应能力受到抑制响应能力的遗传变异的积极选择所抵制。在纵向多代同龄人队列中测试这些想法将需要有关祖先/父母自己的社区和经历的信息（暴露扫描），这些信息与正在进行的对子孙的现象扫描相关联；结合表观基因组分析，亚稳态表位等位基因和DNA甲基化年龄。与影响响应能力的遗传变异的相互作用应有助于为广泛的假设提供依据。

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