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Serván-Mori E, Ramírez-Baca MI, Fuentes-Rivera E, García-Martínez A, Quezada-Sánchez AD, Del Carmen Hernández-Chávez M, Olvera-Flores F, Pineda-Pérez D, Zelocuatecatl-Aguilar A, Orozco-Núñez E, Schnaas L. Predictors of maternal knowledge on early childhood development in highly marginalized communities in Mexico: Implications for public policy. Acta Psychol (Amst) 2022; 230:103743. [PMID: 36130413 DOI: 10.1016/j.actpsy.2022.103743] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/24/2021] [Revised: 08/23/2022] [Accepted: 09/09/2022] [Indexed: 11/01/2022] Open
Abstract
INTRODUCTION Efforts to identify the predictors of maternal knowledge on Early Child Development (ECD) have proven inconclusive thus far, particularly with respect to socially deprived contexts in Low- and Middle-Income Countries (LMICs). We quantified the extent of ECD knowledge among mothers who were the primary caregivers of 0-38-month-old infants in marginalized communities in Mexico. We also explored the characteristics of the children, both individually and with regard to their households, given the influence of these factors on childhood development. METHODS We analyzed primary data obtained through a questionnaire administered to mothers who were the primary caregivers of 1045 girls and boys 0-38 months of age. The instrument was specifically designed for our study in order to explore the knowledge of participants about physical, neurological and psycho-affective development during childhood. We performed fractional regression analysis to assess the predictors of ECD knowledge. RESULTS The mean score of maternal ECD knowledge increased with their age and schooling as well as with their levels of cognitive ability and self-esteem. Irrespective of age at first birth, mean knowledge was relatively high for women with high school education and low for women with elementary or no formal education, a gradient with respect to age at fist birth was more marked among women with middle school education. ECD knowledge scores increased among mothers from households enjoying higher socioeconomic levels and from households with health insurance. Scores were lower for indigenous households regardless of their participation in social programs. CONCLUSION Public policies on ECD should promote programs that are not only adapted to specific contexts, but also designed to improve shared child-rearing, early childhood care and as well as psycho-emotional education skills as a pathway to healthier ECD. The participation of families and communities in sensitive childhood care should form part of multisectoral programs involving education, health and wellbeing.
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Affiliation(s)
- Edson Serván-Mori
- Center for Health Systems Research, National Institute of Public Health, Cuernavaca, Morelos, Mexico
| | - Martín I Ramírez-Baca
- Center for Health Systems Research, National Institute of Public Health, Cuernavaca, Morelos, Mexico.
| | - Evelyn Fuentes-Rivera
- Center for Demographic, Urban and Environmental Studies, College of Mexico A.C., Mexico City, Mexico
| | - Angélica García-Martínez
- Lucy Family Institute for Data and Society, University of Notre Dame, Notre Dame, IN, United States of America
| | - Amado D Quezada-Sánchez
- Center for Evaluation and Surveys Research, National Institute of Public Health, Cuernavaca, Morelos, Mexico
| | | | | | | | | | - Emanuel Orozco-Núñez
- Center for Health Systems Research, National Institute of Public Health, Cuernavaca, Morelos, Mexico
| | - Lourdes Schnaas
- Department of Developmental Neurobiology, National Institute of Perinatology Isidro Espinosa de los Reyes, Mexico City, Mexico
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Investigating the Relation of Intelligence and Executive Functions in Children and Adolescents with and without Intellectual Disabilities. CHILDREN 2022; 9:children9060818. [PMID: 35740755 PMCID: PMC9221765 DOI: 10.3390/children9060818] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/22/2022] [Revised: 05/25/2022] [Accepted: 05/27/2022] [Indexed: 11/17/2022]
Abstract
Despite their separate research traditions, intelligence and executive functioning (EF) are both theoretically and empirically closely related to each other. Based on a subsample of 8- to 20-year-olds of the standardization and validation sample (N = 1540) of an internationally available instrument assessing both cognitive abilities, this study aimed at investigating a comprehensive structural model of intelligence and EF tasks and at gaining insight into whether this comprehensive model is applicable across sexes and age groups as well as to a subsample of participants with (borderline) intellectual disabilities (IQ ≤ 85, n = 255). The results of our exploratory factor analysis indicated one common EF factor that could be sufficiently integrated into the intelligence model within our confirmatory factor analyses. The results suggest that the EF factor can be added into the model as a sixth broad ability. The comprehensive model largely showed measurement invariance across sexes and age groups but did not converge within the subsample of participants with (borderline) intellectual disabilities. The results and implications are discussed in light of the current literature.
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Das A. The relational genomics of cognitive function: A longitudinal study. Soc Sci Med 2021; 270:113698. [PMID: 33465599 DOI: 10.1016/j.socscimed.2021.113698] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Revised: 12/28/2020] [Accepted: 01/09/2021] [Indexed: 11/17/2022]
Abstract
OBJECTIVES Research in social genetics indicates a person's genome may influence outcomes of those in close relationships. Implications for cognitive function remain unexplored. The current study examined such "metagenomic" patterns among older U.S. couples. METHODS Data were from married or cohabiting couples in the 2006-2016 waves of the Health and Retirement Study, nationally representative of U.S. adults over 50. Measures included cognitive function as well as separate polygenic scores for cognition and for educational attainment. Analysis was through parallel process latent growth models. RESULTS Consistent with a recent "genetic externalities" conception, one partner's polygenic score for educational attainment was linked to the other's baseline levels of cognitive function. Contrary to relational moderation speculations, neither a partner's genetic scores nor educational attainment altered individual-level genetic influences. DISCUSSION Findings add to the growing evidence that transpersonal genetic influences in one's proximal context have substantively important implications. Research is needed on the role of non-partnership ties in channeling such effects. Implications for life course theory are discussed.
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Affiliation(s)
- Aniruddha Das
- Department of Sociology, McGill University, Montreal, Quebec, Canada.
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Giangrande EJ, Beam CR, Carroll S, Matthews LJ, Davis DW, Finkel D, Turkheimer E. Multivariate analysis of the Scarr-Rowe interaction across middle childhood and early adolescence. INTELLIGENCE 2019. [DOI: 10.1016/j.intell.2019.101400] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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5
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Reitan T, Stenberg SÅ. From classroom to conscription. Leadership emergence in childhood and early adulthood. THE LEADERSHIP QUARTERLY 2019. [DOI: 10.1016/j.leaqua.2018.11.006] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Gottschling J, Hahn E, Beam CR, Spinath FM, Carroll S, Turkheimer E. Socioeconomic status amplifies genetic effects in middle childhood in a large German twin sample. INTELLIGENCE 2019; 72:20-27. [PMID: 31435119 PMCID: PMC6703848 DOI: 10.1016/j.intell.2018.11.006] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
The Scarr-Rowe hypothesis predicts that the heritability of cognitive abilities is higher in more privileged socioeconomic conditions, meaning that genetic potential can be more fully expressed in environments characterized by high socioeconomic status (SES) compared to low SES. This gene × SES interaction, however, has been replicated mostly in the United States, but not in other Western nations like the United Kingdom. In the current study, we tested the interaction between childhood SES and the heritability of cognitive ability in 3,074 German twin pairs comprising three age cohorts at different developmental stages (mean ages of 11, 17, and 23 years). Higher SES was associated with significantly higher mean cognitive ability scores in the two younger cohorts, with reduced variances at higher SES levels. Results further support the Scarr-Rowe hypothesis in middle childhood, and to some degree in adolescence, but not in adulthood. This indicates that the role of family SES as a moderator of the heritability of cognitive ability changes as children grow older. Moreover, children's shared experiences appear to be explain more variance in cognitive ability at the lower end of the SES distribution in middle childhood and adolescence.
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Affiliation(s)
- J Gottschling
- Department of Psychology, Saarland University, Saarbruecken, Germany
- Cognitive Science & Assessment, University of Luxembourg, Luxembourg
| | - E Hahn
- Department of Psychology, Saarland University, Saarbruecken, Germany
| | - C. R Beam
- Department of Psychology, University of Southern California, California, USA
| | - F. M Spinath
- Department of Psychology, Saarland University, Saarbruecken, Germany
| | - S Carroll
- Department of Psychology, University of Virginia, Virginia, USA
- Department of Psychology, Michigan State University, Michigan, USA
| | - E Turkheimer
- Department of Psychology, University of Virginia, Virginia, USA
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Spengler M, Gottschling J, Hahn E, Tucker-Drob EM, Harzer C, Spinath FM. Does the heritability of cognitive abilities vary as a function of parental education? Evidence from a German twin sample. PLoS One 2018; 13:e0196597. [PMID: 29738571 PMCID: PMC5940208 DOI: 10.1371/journal.pone.0196597] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2017] [Accepted: 04/16/2018] [Indexed: 11/21/2022] Open
Abstract
A well-known hypothesis in the behavioral genetic literature predicts that the heritability of cognitive abilities is higher in the presence of higher socioeconomic contexts. However, studies suggest that the effect of socioeconomic status (SES) on the heritability of cognitive ability may not be universal, as it has mostly been demonstrated in the United States, but not in other Western nations. In the present study we tested whether the importance of genetic and environmental effects on cognitive abilities varies as a function of parental education in a German twin sample. Cognitive ability scores (general, verbal, and nonverbal) were obtained on 531 German twin pairs (192 monozygotic, 339 dizygotic, ranging from 7 to 14 years of age; Mage = 10.25, SD = 1.83). Data on parental education were available from mothers and fathers. Results for general cognitive ability and nonverbal ability indicated no significant gene x parental education interaction effect. For verbal ability, a significant nonshared environment (E) x parental education interaction was found in the direction of greater nonshared environmental influences on verbal abilities among children raised by more educated parents.
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Affiliation(s)
- Marion Spengler
- Hector Research Institute of Education Sciences and Psychology, University of Tuebingen, Tuebingen, Germany
- * E-mail:
| | | | - Elisabeth Hahn
- Department of Psychology, Saarland University, Saarbruecken, Germany
| | - Elliot M. Tucker-Drob
- Department of Psychology and Population Research Center, University of Texas at Austin, Austin, Texas, United States of America
| | - Claudia Harzer
- Department of Psychology, Technical University Darmstadt, Darmstadt, Germany
| | - Frank M. Spinath
- Department of Psychology, Saarland University, Saarbruecken, Germany
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Grasby KL, Coventry WL, Byrne B, Olson RK. Little Evidence That Socioeconomic Status Modifies Heritability of Literacy and Numeracy in Australia. Child Dev 2017; 90:623-637. [PMID: 28832969 DOI: 10.1111/cdev.12920] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Socioeconomic status (SES) has been found to moderate the influence of genes and the environment on cognitive ability, such that genetic influence is greater when SES is higher, and the shared environment is greater when SES is lower, but not in all Western countries. The effects of both family and school SES on the heritability of literacy and numeracy in Australian twins aged 8, 10, 12, and 14 years with 1,307, 1,235, 1,076, and 930 pairs at each age, respectively, were tested. Shared environmental influences on Grade 3 literacy were greater with low family SES, and no other moderating effects of SES were significant. These findings are contrasted with results from the United States and the United Kingdom.
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Affiliation(s)
- Katrina L Grasby
- Queensland Institute of Medical Research.,University of New England
| | | | - Brian Byrne
- University of New England.,Australian Research Council Centre of Excellence for Cognition and its Disorders.,National Health and Medical Research Council Centre of Excellence in Twin Research
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Interaction between Parental Education and Twin Correlations for Cognitive Ability in a Norwegian Conscript Sample. Behav Genet 2017; 47:507-515. [PMID: 28744605 DOI: 10.1007/s10519-017-9857-z] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2016] [Accepted: 06/24/2017] [Indexed: 10/19/2022]
Abstract
We examine a sample of Norwegian twin conscripts for evidence of an interaction between parental education and the heritability of general cognitive ability (GA). Ability scores were obtained on 1706 pairs of twins who were conscripted into the Norwegian Armed Forces between 1931and 1960. Education scores were available for mothers and fathers; the majority of the parents had less than a high school education. GA scores were heteroscadistic with respect to mid-parent education, with reduced variability at higher levels of education. Both MZ and DZ twin correlations for GA were linearly and negatively related to mid-parent education, DZ twins substantially more so. When the model was extended to an ACE model consisting of standardized positive ACE variance components, the modification appeared to disappear. Further analysis revealed that this occurred because the steep decline of DZ twin correlations with increasing mid-parent education resulted in a violation of the classical twin model for much of the parameter space. Other phenomena that might result in large declines in DZ twin correlations are considered, along with implications for other studies of socioeconomic interactions with the heritability of GA in European samples.
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Turkheimer E, Haley A, Waldron M, D'Onofrio B, Gottesman II. Socioeconomic Status Modifies Heritability of IQ in Young Children. Psychol Sci 2016; 14:623-8. [PMID: 14629696 DOI: 10.1046/j.0956-7976.2003.psci_1475.x] [Citation(s) in RCA: 572] [Impact Index Per Article: 71.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Scores on the Wechsler Intelligence Scale for Children were analyzed in a sample of 7-year-old twins from the National Collaborative Perinatal Project. A substantial proportion of the twins were raised in families living near or below the poverty level. Biometric analyses were conducted using models allowing for components attributable to the additive effects of genotype, shared environment, and non-shared environment to interact with socioeconomic status (SES) measured as a continuous variable. Results demonstrate that the proportions of IQ variance attributable to genes and environment vary nonlinearly with SES. The models suggest that in impoverished families, 60% of the variance in IQ is accounted for by the shared environment, and the contribution of genes is close to zero; in affluent families, the result is almost exactly the reverse.
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Yun I, Lee J. Neighborhood Disadvantage and Parenting: Behavioral Genetics Evidence of Child Effects. INTERNATIONAL JOURNAL OF OFFENDER THERAPY AND COMPARATIVE CRIMINOLOGY 2016; 60:1549-1568. [PMID: 25891272 DOI: 10.1177/0306624x15581451] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
The criminological literature has a long tradition of emphasizing the socialization effects that parents have on children. By contrast, evidence from behavioral genetics research gives precedence to child effects on parental management techniques over parental effects on children's outcomes. Considering these diverging lines of scholarship and literature, the current study explores a novel hypothesis that child effects on parenting may be conditioned by the level of the disadvantage of the neighborhood in which the child's family resides. By using measures of perceived parenting as dependent variables, the researchers analyze data on 733 same-sex sibling pairs derived from the Add Health study by taking advantage of the DeFries-Fulker analytical technique. The results show that in adequate neighborhoods, between 43% and 55% of the variance in the measures of perceived parenting is due to genetic factors, whereas shared environmental effects are negligible. In disadvantaged neighborhoods, genetic effects are negligible, whereas shared environmental influences account for between 34% and 57% of the variance in perceived parenting. These results offer partial support for the contextualized gene-environment correlation, which provides initial evidence that although both parental socialization effects and child effects exist, these effects can be modified by the context.
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Affiliation(s)
| | - Julak Lee
- Kyonggi University, Suwon-si, Gyonggi-do, South Korea
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12
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Rowe DC, Almeida DM, Jacobson KC. School Context and Genetic Influences on Aggression in Adolescence. Psychol Sci 2016. [DOI: 10.1111/1467-9280.00150] [Citation(s) in RCA: 46] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022] Open
Abstract
Genetic and environmental contributions to variation in aggression were examined using adolescents' self-reports of aggressive behavior. The National Longitudinal Study of Adolescent Health provided a sample of 1,515 pairs of adolescents in five genetically informative groups (i.e., monozygotic twins, dizygotic twins, full siblings, half siblings, and unrelated siblings reared together). The analysis, a DeFries-Fulker regression within a hierarchical linear model, yielded findings on individual-level heritability ( h2), shared environmental effects ( c2), school-level effects, and school-level moderation of h2 and c2. The estimate of h2 for aggression in the full sample was .32, and c2 was .05. In the moderating effect, h2 increased and c2 decreased with greater school-level family warmth. Two effects on school means were found: Those schools with greater ethnic-racial heterogeneity had higher mean levels of aggression, and schools where students perceived greater family warmth had lower mean levels of aggression.
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Tucker-Drob EM, Bates TC. Large Cross-National Differences in Gene × Socioeconomic Status Interaction on Intelligence. Psychol Sci 2015; 27:138-149. [PMID: 26671911 DOI: 10.1177/0956797615612727] [Citation(s) in RCA: 162] [Impact Index Per Article: 18.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/12/2015] [Accepted: 09/29/2015] [Indexed: 11/17/2022] Open
Abstract
A core hypothesis in developmental theory predicts that genetic influences on intelligence and academic achievement are suppressed under conditions of socioeconomic privation and more fully realized under conditions of socioeconomic advantage: a Gene × Childhood Socioeconomic Status (SES) interaction. Tests of this hypothesis have produced apparently inconsistent results. We performed a meta-analysis of tests of Gene × SES interaction on intelligence and academic-achievement test scores, allowing for stratification by nation (United States vs. non-United States), and we conducted rigorous tests for publication bias and between-studies heterogeneity. In U.S. studies, we found clear support for moderately sized Gene × SES effects. In studies from Western Europe and Australia, where social policies ensure more uniform access to high-quality education and health care, Gene × SES effects were zero or reversed.
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Saxe GB, de Kirby K. Cultural context of cognitive development. WILEY INTERDISCIPLINARY REVIEWS. COGNITIVE SCIENCE 2015; 5:447-461. [PMID: 26308655 DOI: 10.1002/wcs.1300] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/04/2013] [Revised: 04/16/2014] [Accepted: 05/09/2014] [Indexed: 11/05/2022]
Abstract
UNLABELLED The cognitive problems that children formulate and solve in their daily lives necessarily take form in a cultural context. We review and illustrate two dominant approaches to study relations between cultural context and cognitive development, and we point to the limitations and affordances of each. Using a dichotomous approach, scholars employ a methodology that sharply differentiates cognition from cultural context, treating elements of cultural context as independent variables and elements of cognition as dependent variables. The approach often leads to propositions about transcultural features of context that influence the cognitive development of individuals. In contrast, using an intrinsic relations approach, researchers create units of analysis that capture relations between cognition and cultural context, investigating their mutual grounding in daily activities. We also review a small but important body of research that extends these approaches to diachronic analysis. This research seeks to understand shifting relations between cultural context and cognitive development over historical time. WIREs Cogn Sci 2014, 5:447-461. doi: 10.1002/wcs.1300 For further resources related to this article, please visit the WIREs website. CONFLICT OF INTEREST The authors have declared no conflicts of interest for this article.
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Affiliation(s)
- Geoffrey B Saxe
- Graduate School of Education, University of California, Berkeley, CA, USA
| | - Kenton de Kirby
- Graduate School of Education, University of California, Berkeley, CA, USA
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15
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The Scarr-Rowe Interaction in Complete Seven-Year WISC Data from the Louisville Twin Study: Preliminary Report. Behav Genet 2015; 45:635-9. [PMID: 26497158 DOI: 10.1007/s10519-015-9760-4] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2015] [Accepted: 10/07/2015] [Indexed: 10/22/2022]
Abstract
We examine updated Wechsler IQ data in 7-year old twins from the Louisville Twin Study for evidence of an interaction between the heritability of IQ and socioeconomic status. Data records that had never been entered were recovered, allowing us to increase previously reported sample sizes by more than 20%. Twin families were assigned socioeconomic status scores using a Hollingshead index based on parental education and occupation. A structural equation model in which genetic and environmental variances were modeled as squared linear functions of SES provided ambiguous replication of earlier findings from the National Collaborative Perinatal Project: relations between SES and heritability for performance and full scale IQ were in the same direction as the previous report, but at p < 0.07. As was the case in Turkheimer et al. (Psychol Sci 14(6):623-628, 2003), no interaction was found for VIQ. These results cannot yet be taken as a definitive replication of Turkheimer et al. (Psychol Sci 14(6):623-628, 2003). Many more measurement occasions, subtests and environmental moderators remain to be analyzed.
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Schwartz JA. Socioeconomic status as a moderator of the genetic and shared environmental influence on verbal IQ: A multilevel behavioral genetic approach. INTELLIGENCE 2015. [DOI: 10.1016/j.intell.2015.07.004] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Sorge GB, Skilling TA, Toplak ME. Intelligence, Executive Functions, and Decision Making as Predictors of Antisocial Behavior in an Adolescent Sample of Justice-Involved Youth and a Community Comparison Group. JOURNAL OF BEHAVIORAL DECISION MAKING 2015. [DOI: 10.1002/bdm.1864] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Geoff Brian Sorge
- Department of Psychology; York University; Toronto Ontario Canada LaMarsh Centre for Child and Youth Research
| | - Tracey A. Skilling
- Child, Youth, and Family Services; Centre for Addiction and Mental Health; Toronto Ontario Canada
- Department of Psychology; University of Toronto; Toronto Ontario Canada LaMarsh Centre for Child and Youth Research
| | - Maggie E. Toplak
- Department of Psychology; York University; Toronto Ontario Canada LaMarsh Centre for Child and Youth Research
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Kirkpatrick RM, McGue M, Iacono WG. Replication of a gene-environment interaction Via Multimodel inference: additive-genetic variance in adolescents' general cognitive ability increases with family-of-origin socioeconomic status. Behav Genet 2014; 45:200-14. [PMID: 25539975 DOI: 10.1007/s10519-014-9698-y] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2014] [Accepted: 12/07/2014] [Indexed: 10/24/2022]
Abstract
The present study of general cognitive ability attempts to replicate and extend previous investigations of a biometric moderator, family-of-origin socioeconomic status (SES), in a sample of 2,494 pairs of adolescent twins, non-twin biological siblings, and adoptive siblings assessed with individually administered IQ tests. We hypothesized that SES would covary positively with additive-genetic variance and negatively with shared-environmental variance. Important potential confounds unaddressed in some past studies, such as twin-specific effects, assortative mating, and differential heritability by trait level, were found to be negligible. In our main analysis, we compared models by their sample-size corrected AIC, and base our statistical inference on model-averaged point estimates and standard errors. Additive-genetic variance increased with SES-an effect that was statistically significant and robust to model specification. We found no evidence that SES moderated shared-environmental influence. We attempt to explain the inconsistent replication record of these effects, and provide suggestions for future research.
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Affiliation(s)
- Robert M Kirkpatrick
- Department of Psychology, University of Minnesota, 75 E. River Rd, Minneapolis, MN, 55455, USA,
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Hanscombe KB, Trzaskowski M, Haworth CMA, Davis OSP, Dale PS, Plomin R. Socioeconomic status (SES) and children's intelligence (IQ): in a UK-representative sample SES moderates the environmental, not genetic, effect on IQ. PLoS One 2012; 7:e30320. [PMID: 22312423 PMCID: PMC3270016 DOI: 10.1371/journal.pone.0030320] [Citation(s) in RCA: 153] [Impact Index Per Article: 12.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2011] [Accepted: 12/16/2011] [Indexed: 12/31/2022] Open
Abstract
Background The environment can moderate the effect of genes - a phenomenon called gene-environment (GxE) interaction. Several studies have found that socioeconomic status (SES) modifies the heritability of children's intelligence. Among low-SES families, genetic factors have been reported to explain less of the variance in intelligence; the reverse is found for high-SES families. The evidence however is inconsistent. Other studies have reported an effect in the opposite direction (higher heritability in lower SES), or no moderation of the genetic effect on intelligence. Methods Using 8716 twin pairs from the Twins Early Development Study (TEDS), we attempted to replicate the reported moderating effect of SES on children's intelligence at ages 2, 3, 4, 7, 9, 10, 12 and 14: i.e., lower heritability in lower-SES families. We used a twin model that allowed for a main effect of SES on intelligence, as well as a moderating effect of SES on the genetic and environmental components of intelligence. Results We found greater variance in intelligence in low-SES families, but minimal evidence of GxE interaction across the eight ages. A power calculation indicated that a sample size of about 5000 twin pairs is required to detect moderation of the genetic component of intelligence as small as 0.25, with about 80% power - a difference of 11% to 53% in heritability, in low- (−2 standard deviations, SD) and high-SES (+2 SD) families. With samples at each age of about this size, the present study found no moderation of the genetic effect on intelligence. However, we found the greater variance in low-SES families is due to moderation of the environmental effect – an environment-environment interaction. Conclusions In a UK-representative sample, the genetic effect on intelligence is similar in low- and high-SES families. Children's shared experiences appear to explain the greater variation in intelligence in lower SES.
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Affiliation(s)
- Ken B Hanscombe
- Medical Research Council Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, King's College London, London, United Kingdom.
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Docherty SJ, Kovas Y, Plomin R. Gene-environment interaction in the etiology of mathematical ability using SNP sets. Behav Genet 2011; 41:141-54. [PMID: 20978832 PMCID: PMC3029801 DOI: 10.1007/s10519-010-9405-6] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2010] [Accepted: 10/06/2010] [Indexed: 11/01/2022]
Abstract
Mathematics ability and disability is as heritable as other cognitive abilities and disabilities, however its genetic etiology has received relatively little attention. In our recent genome-wide association study of mathematical ability in 10-year-old children, 10 SNP associations were nominated from scans of pooled DNA and validated in an individually genotyped sample. In this paper, we use a 'SNP set' composite of these 10 SNPs to investigate gene-environment (GE) interaction, examining whether the association between the 10-SNP set and mathematical ability differs as a function of ten environmental measures in the home and school in a sample of 1888 children with complete data. We found two significant GE interactions for environmental measures in the home and the school both in the direction of the diathesis-stress type of GE interaction: The 10-SNP set was more strongly associated with mathematical ability in chaotic homes and when parents are negative.
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Affiliation(s)
- Sophia J Docherty
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, King's College, London SE5 8AF, UK.
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Grant MD, Kremen WS, Jacobson KC, Franz C, Xian H, Eisen SA, Toomey R, Murray RE, Lyons MJ. Does parental education have a moderating effect on the genetic and environmental influences of general cognitive ability in early adulthood? Behav Genet 2010; 40:438-46. [PMID: 20300818 DOI: 10.1007/s10519-010-9351-3] [Citation(s) in RCA: 35] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2008] [Accepted: 02/24/2010] [Indexed: 11/29/2022]
Abstract
Hereditary influences account for a substantial proportion of the variance in many cognitive abilities. However, there is increasing recognition that the relative importance of genetic and environmental influences may vary across different socioeconomic levels. The overall goal of the present study was to examine whether parental education has a moderating effect on genetic and environmental influences of general cognitive ability in early adulthood (age 19.6 +/- 1.5). Participants were 5,955 male twins from the Vietnam Era Twin (VET) Registry. Significant effects of parental education on mean level of general cognitive ability scores were found, but a model without moderating effects of parental education on genetic or environmental influences on cognitive scores proved to be the best fitting model. Some, but not all, previous studies have found significant moderating effects; however, no consistent pattern emerged that could account for between-study differences regarding moderating effects on genetic and environmental influences.
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Affiliation(s)
- Michael D Grant
- Department of Psychology, Boston University, 648 Beacon St., Boston, MA 02215, USA.
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Intelligence testing: the importance of a difference should be evaluated independently of its causes. Behav Brain Sci 2010. [DOI: 10.1017/s0140525x00005318] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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Abstract
AbstractMost standard tests of intelligence and scholastic aptitude measure a general factor of cognitive ability that is common to all such tests – as well as to all complex tasks involving abstraction, reasoning, and problem-solving.The central question addressed by this inquiry is whether such tests are culturally biased in their discrimination between majority and minority groups in the United States with respect to the traditional uses of such tests in schools, college admissions, and personnel selection in industry and the armed forces.The fact that such tests discriminate statistically between various subpopulations does not itself indicate test bias. Acceptable criteria of bias are based on (1) the test's validity for predicting the performance (in school, on the job, and so on) of individuals from majority and minority groups, and (2) the internal consistency of the test with respect to relative item difficulty, factorial composition, and internal consistency/reliability.A review of empirical studies relevant to these two criteria reveals that the preponderance of evidence contradicts the popular belief that the standard tests most widely used at present are culturally biased against minorities. The tests have the same predictive validity for the practical uses of tests in all American-born, English-speaking racial and social groups in the United States.Factors in the test situation, such as the subject's “test-wiseness” and the race of the tester, are found to be negligible sources of racial group differences.
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Asbury K, Wachs TD, Plomin R. Environmental moderators of genetic influence on verbal and nonverbal abilities in early childhood. INTELLIGENCE 2005. [DOI: 10.1016/j.intell.2005.03.008] [Citation(s) in RCA: 63] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Kremen WS, Jacobson KC, Xian H, Eisen SA, Waterman B, Toomey R, Neale MC, Tsuang MT, Lyons MJ. Heritability of Word Recognition in Middle-Aged Men Varies as a Function of Parental Education. Behav Genet 2005; 35:417-33. [PMID: 15971023 DOI: 10.1007/s10519-004-3876-2] [Citation(s) in RCA: 59] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2003] [Accepted: 10/15/2004] [Indexed: 11/28/2022]
Abstract
Although it is of lifelong importance, reading ability is studied primarily in children and adolescents. We examined variation in word recognition in 347 middle-aged male twin pairs. Overall heritability (a2) was 0.45, and shared environmental influences (c2) were 0.28. However, parental education moderated heritability such that a2 was 0.21 at the lowest parental education level and 0.69 at the highest level; c2 was 0.52 and 0.00, respectively. This constitutes a parental education x environment interaction. The higher heritability was due to a decrease in the magnitude of shared environmental factors, rather than an increase in the magnitude of genetic factors. Other cognitive studies have reported gene x environment interactions, but patterns may differ as a function of age or specific cognitive abilities. Our results suggest that shared environmental factors in families with low parental education have long-lasting effects on word recognition ability, well beyond any critical period for developing reading proficiency.
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Affiliation(s)
- William S Kremen
- Department of Psychiatry, Institute of Behavioral Genomics, University of California, San Diego, La Jolla, CA 92093-0603, USA.
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Abstract
Between 1987 and 1990 IQ scores for 333 5-year-old white school children were obtained using the Wechsler Pre-School and Primary Scale of Intelligence (WPPSI) and the results were compared with 112 children assessed in 1967. The mean full scale IQ score of 113.3 was 8 points higher than the mean of 105.1 in the 1967 study. These findings indicate that the rate of increase of IQ scores was comparable and probably higher than that reported in the U.S.A. for the period 1932-78. It is important that this large increase is taken into account for correct interpretation of IQ test results.
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Affiliation(s)
- P W Fuggle
- MRC Register of Children with Congenital Hypothyroidism, Institute of Child Health, London, U.K
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Biosocial influences on sex differences for ability and achievement test results as well as marks at school. INTELLIGENCE 1990. [DOI: 10.1016/0160-2896(90)90018-o] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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Zuckerman M, Brody N. Oysters, rabbits and people: A critique of “race differences in behaviour” by J.P. Rushton. PERSONALITY AND INDIVIDUAL DIFFERENCES 1988. [DOI: 10.1016/0191-8869(88)90136-5] [Citation(s) in RCA: 42] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Prabhu GG, Raguram A. Measurement of intelligence and its usefulness. Indian J Pediatr 1984; 51:225-34. [PMID: 6500652 DOI: 10.1007/bf02825932] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
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Freeman J. Environment and high IQ—A consideration of fluid and crystallized intelligence. PERSONALITY AND INDIVIDUAL DIFFERENCES 1983. [DOI: 10.1016/0191-8869(83)90152-6] [Citation(s) in RCA: 14] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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