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1.
Inge L.C. van Soelen Stphanie M. van den Berg Peter H. Dekker Marieke van Leeuwen Jiska S. Peper Hilleke E. Hulshoff Pol Dorret I. Boomsma 《Learning and individual differences》2009,19(4):440-444
We explored the genetic background of individual differences in dynamic measures of verbal learning ability in children, using a Dutch version of the Auditory Verbal Learning Test (AVLT). Nine-year-old twin pairs (N = 112 pairs) were recruited from the Netherlands Twin Register. When possible, an older sibling between 10 and 14 years old participated as well (N = 99). To assess verbal learning, non-linear curves were fitted for each child individually. Two parameters were estimated: Learning Speed (LS) and Forgetting Speed (FS). Larger twin correlations in monozygotic (MZ) than in dizygotic (DZ) and sibling pairs for LS and FS indicated the importance of genetic factors in explaining variation in these traits. The heritability estimate (percentage of variance explained by genetic factors) for LS was 43% for both twins and siblings. For FS heritability was estimated at 20% in twins and was slightly higher (30%) in their older siblings. 相似文献
2.
J. C. Defries Jim Stevenson Jacquelyn J. Gillis Sally J. Wadsworth 《Reading and writing》1991,3(3-4):271-283
The basic multiple regression model for the analysis of selected twin data (DeFries and Fulker 1985, 1988) was fitted to spelling data from 100 pairs of MZ twins and 71 pairs of same-sex DZ twins tested in the Colorado Reading Project (DeFries, Olson, Pennington and Smith 1991), and to data from 12 pairs of MZ twins and 15 pairs of same-sex DZ twins tested in the London twin study of reading disability (Stevenson, Graham, Fredman and McLoughlin 1984, 1987). Estimates of h
g
2
obtained from analyses of these data suggest that about 60% of the deficit of probands is due to heritable influences in both samples. When a regression model was fitted separately to data from males and females in the combined Colorado and London samples, resulting estimates of h
g
2
were 0.66±0.18 and 0.56±0.19, respectively, a nonsignificant difference. Collaborative analyses of data from additional twin studies of reading disability would facilitate more rigorous tests of hypotheses of differential genetic etiology as a function of group membership. 相似文献
3.
The theory-of-mind abilities of twins, children with nontwin siblings, and only children were compared to investigate further the link between number and type of siblings and theory-of-mind abilities. Three- to 5-year-old children with nontwin siblings outperformed both only children and twins with no other siblings, twins who also had other siblings outperformed twins who did not, and children with at least 1 opposite-sex sibling outperformed children with only same-sex siblings. Twins performed significantly better when asked about the false beliefs of their twins than they did when asked about the false beliefs of their friends. Results are discussed in terms of potential mechanisms that may account for the twin and sibling effects. 相似文献
4.
In order to assess the etiology of reading disability as a function of mathematics performance, data from 168 monozygotic (MZ) and 127 same-sex dizygotic (DZ) twin pairs in which at least one member of each pair was reading-disabled were subjected to quantitative genetic analyses. MZ and DZ concordance rates for reading disability were computed for different levels of mathematics performance, and reading performance data were fitted to an extension of the basic multiple regression model for the analysis of selected twin data. Results of these analyses suggest that genetic factors may be especially salient as a cause of reading disability in children with borderline deficits in mathematics performance: thus, mathematics performance may be a valid dimension for diagnosing subtypes of reading disability. 相似文献
5.
Neonatal Temperament in Monozygotic and Dizygotic Twin Pairs 总被引：1，自引：0，他引：1
Marilyn L. Riese 《Child development》1990,61(4):1230-1237
To determine if neonatal temperament was influenced by genetic factors, temperament was assessed in 316 newborn twins from 47 pairs of monozygotic (MZ) twins, 39 pairs of same-sex dizygotic (DZ) twins, and 72 pairs of opposite-sex dizygotic twins. The neonatal assessment focused on irritability, resistance to soothing, activity level, reactivity, and reinforcement value. Examination of intraclass correlations for MZ and DZ twins and the results of model-fitting analyses indicated that heritability estimates for neonatal temperament were not significantly different from zero, and that there was substantial environmental influence on neonatal temperament. Specific perinatal indicators of risk were found to account for some of the intrapair differences observed for the behavioral variables. It was concluded that there is no clear pattern of genetic influence on temperament in the neonatal period. 相似文献
6.
In order to compare the pattern of gender differences for cognitive measures in opposite-sex twin pairs to that in independent
samples of twins from same-sex pairs, psychometric test data were obtained from four research-identified samples of children:
(1) 96 pairs of opposite-sex fraternal twins in which at least one member of each pair is reading disabled; (2) 62 pairs of
opposite-sex fraternal twins with no history of reading problems; (3) 167 males and 155 females from same-sex identical and
same-sex fraternal twin pairs in which at least one member of each pair is reading disabled; and (4) a comparison sample of
126 males and 132 females from same-sex twin pairs with no history of reading problems. Results of multivariate analyses indicate
that gender differences for cognitive measures are similar in twin pairs with and without reading disabilities. Moreover,
a highly similar pattern of gender differences occurs for opposite-sex twin pairs who shared both prenatal and early postnatal
influences and for independent samples of children from different families. 相似文献
7.
Astrom RL Wadsworth SJ Olson RK Willcutt EG Defries JC 《Learning and individual differences》2012,22(3):365-369
Reading performance data from 254 pairs of identical (MZ) and 420 pairs of fraternal (DZ) twins, 8.0 to 20.0 years of age, were subjected to multiple regression analyses. An extension of the DeFries-Fulker (DF) analysis (DeFries & Fulker, 1985, 1988) that facilitated inclusion of data from 303 of their nontwin siblings was employed. In addition to providing estimates of heritability, this analysis yields a test of the difference between shared environmental influences for twins versus siblings (Astrom et al., 2011). Results suggest that proband reading deficits are due substantially to genetic factors (.67 ± .07, p < .001), and that shared environmental influences are significantly higher for members of twin pairs than for those of twins and their nontwin siblings (viz., .25 versus .17, p = .02). 相似文献
8.
McGuire S Manke B Saudino KJ Reiss D Hetherington EM Plomin R 《Child development》1999,70(6):1283-1296
This investigation is the first longitudinal behavioral genetic study of self-concept during adolescence. It is a follow-up of a previous study examining genetic and environmental contributions to children's perceived self-competence and self-worth using a twin/sibling design. The study investigated adolescents' reports 3 years later and stability across two time points. Participants included 248 pairs of same-sex twins, full siblings, and stepsiblings between 10 and 18 years old. The results showed that six of the seven subscales were heritable at the second time point. None of the scales showed significant shared environmental effects. Longitudinal analyses revealed genetic contributions to stability for perceived scholastic competence, athletic competence, physical appearance, and general self-worth. Social competence, on the other hand, showed nonshared environmental mediation across time. These findings highlight the importance of genetically influenced characteristics and unique experiences as correlates of individual differences in self-concept during adolescence. 相似文献
9.
Research suggests that sibling–peer connections are important for understanding adolescent problem behaviors. Using a novel behavioral genetic design, the current study investigated peer network overlap in 300 child–child pairs (aged 7–13 years) in 5 dyad types: monozygotic (MZ), dizygotic twins, full siblings (FSs), friend pairs, and virtual twins (i.e., same‐aged, genetically unrelated siblings). Genetic relatedness, sex composition, and age differences contributed to peer overlap in sibling dyads. MZ twins showed the highest overlap (82%), opposite‐sex FS pairs showed the lowest overlap (27%), and friend pairs (48%) were close to the mean (53%). Social contact variables and self‐reported relationship intimacy predicted additional variance in peer overlap. The roles of genotype–environment correlational and shared environmental processes in the sibling–peer connections are discussed. 相似文献
10.
This study examines the connections between having a sister versus a brother and coming from a same-sex versus an opposite-sex sibling dyad and the degree of sex-typing in adolescents' friendship experiences, including the qualities of their friendships (i.e., intimacy, control) and their friends' personal attributes (i.e., sex-typed leisure interests, expressive and instrumental personality qualities). Participants were 159 firstborn-secondborn adolescent sibling pairs (M = 14.94 years and M = 12.43 years, respectively) and a close friend of each sibling (N = 636, including siblings and friends). Data were collected during home visits with siblings and telephone interviews with friends of siblings. The results suggested that sisters may learn control tactics from their brothers that they apply in their friendships; boys, however, were less likely to model the emotional intimacy that characterized their sisters' experiences with friends. In addition, coming from an opposite-sex sibling dyad was linked to sex-typing in friends' personal attributes, particularly their masculine leisure interests and instrumental personality qualities. Sisters and brothers may provide unique opportunities to learn about sex-typed relationship experiences in early adolescence, a time when gender segregation in the peer context is pervasive. 相似文献
11.
Genetic and Environmental Influences on Vocabulary IQ: Parental Education Level as Moderator 总被引：12，自引：0，他引：12
David C. Rowe Kristen C. Jacobson & Edwin J. C. G. Van den Oord 《Child development》1999,70(5):1151-1162
This article examines how parental education level moderates the genetic and environmental contributions to variation in verbal IQ. Data are from 1909 non-Hispanic Whites and African American sibling pairs from the National Longitudinal Study of Adolescent Health, which obtained nationally-based samples of identical (MZ) twins, fraternal (DZ) twins, full and half siblings, cousins (in the same household), and biologically unrelated siblings. In the whole sample, the variance estimate for heritability (h2 = .57, SE = .08) was greater than that for shared environment (c2 = .13, SE = .04). Both heritability and the shared environmental estimate were moderated, however, by level of parental education. Specifically, among more highly educated families, the average h2 = .74 (SE = .10) and the average c2 = .00 (SE = .05). Conversely, among less well-educated families, heritability decreased and shared environmental influences increased, yielding similar proportions of variance explained by genetic and environmental factors, average h2 = .26 (SE = .15), and average c2 = .23 (SE = .07). 相似文献
12.
A Twin-Sibling Study of Observed Parent-Adolescent Interactions 总被引：2，自引：0，他引：2
Thomas G. O'Connor E. Mavis Hetherington David Reiss Robert Plomin 《Child development》1995,66(3):812-829
Numerous behavioral genetic studies call attention to the strong and pervasive genetic influence on developmental characteristics. However, this research has been criticized for its use of poor environmental measures and a failure to examine the complex processes that are a hallmark of research in child development. This study addresses this criticism by examining the genetic and environmental components of parent-child interactions. Mother, father, and 2 adolescent siblings (10–18 years) from each of 675 families were observed interacting in 10-min dyadic problem-solving sessions. 6 groups of siblings that differed in genetic relatedness were examined (MZ and DZ twins, full siblings in nondivorced families; full, half, and unrelated siblings in stepfamilies). Results suggest a greater genetic component to adolescent behavior than to parent behavior. Both adolescent and parent behavior showed strong effects of nonshared environment, even after error of measurement was removed. 相似文献
13.
In order to assess familial resemblance for measures of reading performance, data from 314 pairs of twins in which at least one member of each pair is reading-disabled [142 monozygotic (MZ) and 172 dizygotic (DZ) twin pairs], 273 matched control pairs (131 MZ and 142 DZ pairs), and their parents were subjected to both correlation and regression analyses. Results indicate that parent-offspring resemblance in families of reading-disabled probands does not differ substantially from that in families of controls. In general, the correlations and regressions for MZ twin pairs are greater than those for DZ twins; thus, individual differences in reading performance are due at least in part to heritable influences. As expected, regression coefficients are consistently larger than correlation coefficients for both parent-offspring and proband-cotwin comparisons in the reading-disabled sample, illustrating that regression analyses are more appropriate than correlations for assessing familial resemblance in selected samples. 相似文献
14.
Sara A. Hart Stephen A. Petrill Lee A. Thompson 《Learning and individual differences》2010,20(2):63-69
The present study examined the phenotypic and genetic relationship between fluency and non-fluency-based measures of reading and mathematics performance. Participants were drawn from the Western Reserve Reading and Math Project, an ongoing longitudinal twin project of same-sex MZ and DZ twins from Ohio. The present analyses are based on tester-administered measures available from 228 twin pairs (age M = 9.86 years). Measurement models suggested that four factors represent the data, namely Decoding, Fluency, Comprehension, and Math. Subsequent quantitative genetic analyses of these latent factors suggested that a single genetic factor accounted for the covariance among these four latent factors. However, there were also unique genetic effects on Fluency and Math, independent from the common genetic factor. Thus, although there is a significant genetic overlap among different reading and math skills, there may be independent genetic sources of variation related to measures of decoding fluency and mathematics. 相似文献
15.
The genetic and environmental etiologies of sex-typed behavior were examined during the preschool years in a sample of 3,990 three- to four-year-old twin and non-twin sibling pairs. Results showed moderate genetic and significant shared environmental influence for boys and substantial genetic and moderate shared environmental influence for girls. For both boys and girls, twin-specific shared environmental effects contributed to twins' similarity in gender role behavior and accounted for approximately 22% of the shared environmental variance. These findings extend previous research conducted with older samples by showing not only important genetic contributions to gender role behavior but also an important role for shared environment. The inclusion of non-twin siblings showed that some of the shared environmental influence is specific to twins. 相似文献
16.
Monique Robin 《European Journal of Psychology of Education - EJPE》1999,14(1):141-159
The main purpose of this study was to describe the relational structure of child twins on the basis of their mothers' representations of their behavior in two everyday settings, at school and in the home. This study looks in particular at dependence on the co-twin and the dominant/dominated relationship in these two life environments. Fifty-seven questionnaires were gathered from mothers of twins three months after the children had begun preschool. A multiple correspondence analysis and an automatic classification of the data pointed out several relational structures of the twin sibling relationship, in contrast to the often stereotyped single representation of twinship. A secondary aim was to associate the observed relational structures with (a) the type of twinship and the sex makeup of the twin pair (b) the mothers' child-raising behaviors, which may or may not tend to turn the twins outward (first short separation of the children before preschool). Contrary to predictions, no particular relational structures could be differentiated on the basis of the type of twinship (monozygotic vs. same-sex dizygotic twins). On the other hand, pairs composed of a boy and a girl exhibited a number of specific characteristics. Parents who were in favor of short separations did not have children who were more co-twin independent in the school environment. However these twins showed a dominant/dominated relationship in the home. 相似文献
17.
Although it is well established that school characteristics (SCH) and socio‐economic status (SES) are associated with academic achievement (ACH), these correlations are not necessarily causal. Because academic achievement shows substantial genetic influence, it is useful to embed such investigations in genetically sensitive designs in order to examine environmental influences more precisely by controlling genetic influence on ACH. In the first study of this kind for academic achievement, data were collected for 1,063 same‐sex pairs of seven‐year‐old MZ and DZ twins for teacher‐assessed ACH, UK statistics on SCH, and parent‐reported SES. Exclusive of genetic influence on school achievement, shared environment (environmental influences that make siblings similar) accounts for 12% of the variance in academic achievement. SCH accounts for 17% and SES accounts for 83% of this shared environmental variance. Exclusive of genetic and shared environmental influence including SCH and SES, nonshared environment (environmental influences that do not make siblings similar) accounts for 19% of the variance in academic achievement. The importance of nonshared environmental influences on academic achievement leads to the question of what these child‐specific experiences might be that are not shared by children in the same family, school, and classroom. 相似文献
18.
The genetic and environmental etiologies of diverse aspects of language ability and disability, including articulation, phonology, grammar, vocabulary, and verbal memory, were investigated in a U.K. sample of 787 pairs of 4.5-year-old same-sex and opposite-sex twins. Moderate genetic influence was found for all aspects of language in the normal range. A similar pattern was found at the low end of the distribution with the exception of two receptive measures. Environmental influence was mainly due to nonshared factors, unique to the individual, with little influence from shared environment for most measures. Genetic and environmental influences on language ability and disability are quantitatively and qualitatively similar for males and females. 相似文献
19.
McEwen F Happé F Bolton P Rijsdijk F Ronald A Dworzynski K Plomin R 《Child development》2007,78(2):474-492
Imitation, vocabulary, pretend play, and socially insightful behavior were investigated in 5,206 same- and opposite-sex 2-year-old twin pairs in the United Kingdom. Individual differences in imitative ability were due to modest heritability (30%), while environmental factors shared between twins (42%) and unique to each twin (28%) also made significant contributions to the variance. Imitation correlated significantly, although modestly, with vocabulary, pretend play, and socially insightful behavior, and the strongest relationship was with vocabulary. A model that represented the covariance between the variables as being due to correlated latent genetic and environmental factors fitted the data well, with shared environmental factors influencing most of the covariance. Parents who encourage imitation may also tend to foster the development of language, pretence, and socially insightful behavior. 相似文献
20.
Mathematical ability of 10-year-old boys and girls: genetic and environmental etiology of typical and low performance 总被引：1，自引：0，他引：1
The genetic and environmental etiologies of 3 aspects of low mathematical performance (math disability) and the full range of variability (math ability) were compared for boys and girls in a sample of 5,348 children age 10 years (members of 2,674 pairs of same-sex and opposite-sex twins) from the United Kingdom (UK). The measures, which we developed for Web-based testing, included problems from 3 domains of mathematics taught as part of the UK National Curriculum. Using quantitative genetic model-fitting analyses, similar results were found for math disabilities and abilities for all 3 measures: Moderate genetic influence and environmental influence were mainly due to nonshared environmental factors that were unique to the individual, with little influence from shared environment. No sex differences were found in the etiologies of math abilities and disabilities. We conclude that low mathematical performance is the quantitative extreme of the same genetic and environmental factors responsible for variation throughout the distribution. 相似文献