g in Middle Childhood: Moderate Genetic and Shared Environmental Influence Using Diverse Measures of General Cognitive Ability at 7, 9 and 10 Years in a Large Population Sample of Twins

Autor/inn/en	Davis, Oliver S. P.; Arden, Rosalind; Plomin, Robert
Titel	g in Middle Childhood: Moderate Genetic and Shared Environmental Influence Using Diverse Measures of General Cognitive Ability at 7, 9 and 10 Years in a Large Population Sample of Twins
Quelle	In: Intelligence, 36 (2008) 1, S.68-80 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0160-2896
DOI	10.1016/j.intell.2007.01.006
Schlagwörter	Twins; Toddlers; Children; Measurement Techniques; Genetics; Environmental Influences; Accounting; Nonverbal Ability; Cognitive Ability; Longitudinal Studies; Tests + Suchen Sie Ihr Suchwort? Twin; Zwilling; Infant; Infants; Toddler; Kleinkind; Child; Kind; Kinder; Messtechnik; Humangenetik; Environmental influence; Umwelteinfluss; Abrechnung; Buchführung; Buchhaltung; Denkfähigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Examination; Prüfung; Examen
Abstract	A 2003 paper in this journal reported results from a large sample of twins assessed at 2, 3 and 4 years of age on parent-administered tests and reports of their verbal and nonverbal ability. We found clear evidence for phenotypic general cognitive ability (g) that accounted for about 50% of the variance, for modest genetic influence on g (about 25% of the variance), and for substantial shared environmental influence (about 65%). As part of the same longitudinal study, we assessed g at 7 years using telephone-administered tests (4530 pairs), at 9 years using parent-supervised booklets mailed to the homes (2886 pairs), and at 10 years using tests administered online (2348 pairs). Despite very different measurement techniques, consistent evidence was found for phenotypic g accounting for about 50% of the variance. Compared to early childhood, g scores in middle childhood showed stronger genetic influence (about 40%) and more modest shared environmental influence (about 30%). Longitudinal analysis revealed strong genetic correlations (r = 0.71-0.81) across age and method of administration, with genes (about 65%) and shared environment (about 35%) accounting for stability, while genes, shared environment and non-shared environment all contributed to change. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10