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This article presents the results of a study of mathematical fluency in high school students. We provide a definition of mathematical fluency and illustrate the relevance of the research by presenting an overview of studies examining mathematical fluency development and its relationship with success in mathematical disciplines. A computerized test “Problem Verification Task” (Tosto et al., 2013) was administered to 692 high school students from one public secondary school (grades 9/10/11: n = 336/210/146) in the Moscow region. The stimuli consisted of 48 elementary arithmetic equations along with answer options. To indicate a correct answer, participants were instructed to press the corresponding key on the keyboard as quickly as possible. Two-way ANOVA was used to estimate grade and sex similarities and differences in mathematical fluency at the high school level. The current study has two primary findings: (1) students differed in math fluency across grades, and (2) there were no sex differences in mathematical fluency at the high school level. ANOVA exhibited significant differences in mathematical fluency among all three groups of students at grades 9, 10 and 11 with a 19% effect size. These results may be associated with the accumulating effects of the educational process: high school students in each subsequent year of schooling demonstrate a higher level of mathematical fluency on average compared to the previous year. At the same time, we observed no sex differences in mathematical fluency at the high school level. The results are discussed in terms of educational effects.

There is little research to date on the academic implications of teaching twins in the same or different classroom. Consequently, it is not clear whether twin classroom separation is associated with positive or negative educational outcomes. As a result, parents and teachers have insufficient evidence to make a well-informed decision when twins start school. This study addresses two research questions: Are there average positive or negative effects of classroom separation? Are twins taught in different classes more different from each other than twins taught in the same class? Twin pairs from two large representative samples from Quebec (Canada) and the United Kingdom were evaluated across a large age range (7 to 16 years) on academic achievement, several cognitive abilities and motivational measures. Our results show almost no sizable positive or negative average effect of classroom separation on twins' achievement, cognitive ability and motivation. Twin pairs at age 12 (Quebec, Canada) and at age 16 (United Kingdom) were slightly more similar on achievement if placed in the same classroom, with slightly greater similarity among monozygotic twins than dizygotic twins. However, the few effects found were weak, and it remains unclear whether they result from classroom separation or other factors. These results suggest that in terms of educational outcomes, policymakers should not impose rigid guidelines to separate twin pairs during their education. The choice of whether to educate twin pairs together or separately should be up to parents, twins and teachers, in response to twins' individual needs.

A technique to study combined influence of environmental and genetic factors on the base of changes in phenotype distributions is presented. Histograms are exploited as base analyzed characteristics. A continuous time, discrete state Markov process with piece-wise constant interstate transition rates is associated with evolution of each histogram. The technique was applied to IQ longitudinal data (6- and 14-year children) and made it possible to draw conclusions concerning development of Russian children before school and during the first stage of school education as well as dependence of environmental and genetic influence on IQ level. (Contains 2 tables, 6 figures, and 5 footnotes.)

The study focused on the extent to which the general factor of intelligence g and heritability coefficients of the subtests of an IQ battery correlate. Modest to strong positive correlations were found in five studies from Western countries and six studies from a Japanese meta-analysis. The results for Russian twins were compared with those of the Western and Japanese studies. Data from 402 twins aged 13 and 296 twins aged 16 showed correlations of r=−0.45 and r=−0.60, respectively. It is concluded that the two data points are clearly not in line with established findings. It may be that the link between g loadings and heritabilities is more complex than previously thought. [ABSTRACT FROM PUBLISHER]

Numerous studies have reported association of the serotonin transporter gene (5-HTT) polymorphisms and neuroticism and traits characterizing sociability and activity. This study aimed to define a single genotype effect of three polymorphic markers in the 5-HTT gene (5-HTTLPR, A/G SNP in 5-HTTLPR and STin2 VNTR) and to check possible association of the 5-HTT haplotypes and personality traits [assessed with Eysenck Personality Inventory (EPI) and Temperament and Character Inventory (TCI) questionnaires] in 301 healthy young individuals.To investigate single genotype and haplotype effects of all polymorphic markers, multivariate analysis of variance and haplotype trend regression analyses were conducted correspondingly.Individuals with STin2.10 allele scored significantly lower on Neuroticism (EPI) (P=0.007) and Harm Avoidance (P=0.005) in the overall sample. The same pattern of association was reported in women: carriers of STin2.10 allele scored lower on Harm Avoidance (TCI) (P=0.008). Haplotype trend regression analyses revealed that carriers of S12 haplotype had lower sociability-related traits such as Extraversion (EPI) and Novelty Seeking (TCI), whereas Harm Avoidance (TCI) (anxiety-related trait) was higher. Opposite association was observed for S10 haplotype: Extraversion (EPI) score was higher, whereas Harm Avoidance (TCI) score was lower in carriers of this haplotype.As single polymorphism effect of STin2 was observed in relation to anxiety-related traits, opposite S10 and S12 haplotype effects on Neuroticism and Harm Avoidance could be explained by the larger impact of STin2 polymorphism. Controversially, we consider that the variance in sociability-related traits is related to specific haplotypes of 5-HTT gene. [ABSTRACT FROM AUTHOR]

Abstract We estimated relative contribution of genetic and environmental factors to electroencephalogram (EEG) frequency and amplitude parameters in infants. EEG was registered in 49 pairs of monozygotic and 45 pairs of dizygotic twins aged 7–12 months during (1) visual attention and (2) darkness. The variability of occipital alpha frequency depended mainly on genetic, probably nonadditive factors. The mean heritability for the spectral amplitudes in the delta, theta, and alpha bands were 0.37, 0.13, and 0.22 during visual attention, and 0.22, 0.40, and 0.10 during darkness. The influence of shared environment was probable for many of the EEG parameters. It was greatest for the amplitude of the theta rhythm during visual attention. The theta amplitude depended on such a parameter of early social environmental enrichment as the number of caregivers in the family. The possible relationship between infant theta rhythm and developmental outcome is discussed. For many of the EEG parameters, heritability increased during the second half of the first year of life, thus supporting the hypothesis about amplification of genetic effects and decrease of common environmental influences with age. [ABSTRACT FROM AUTHOR]