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Gene-by-Socioeconomic Status Interaction on School Readiness.
- Source :
- Behavior Genetics; Jul2012, Vol. 42 Issue 4, p549-558, 10p, 2 Diagrams, 2 Charts, 2 Graphs
- Publication Year :
- 2012
-
Abstract
- In previous work with a nationally representative sample of over 1,400 monozygotic and dizygotic twins born in the US, Tucker-Drob et al. (Psychological Science, 22, 125-133, ) uncovered a gene × environment interaction on scores on the Bayley Short Form test of mental ability (MA) at 2 years of age-higher socioeconomic status (SES) was associated not only with higher MA, but also with larger genetic contributions to individual differences in MA. The current study examined gene × SES interactions in mathematics skill and reading skill at 4 years of age (preschool age) in the same sample of twins, and further examined whether interactions detected at 4 years could be attributed to the persistence of the interaction previously observed at 2 years. For early mathematics skill but not early reading skill, genetic influences were more pronounced at higher levels of SES. This interaction was not accounted for by the interaction observed at 2 years. These findings indicate that SES moderates the etiological influences on certain cognitive functions at multiple stages of child development. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 00018244
- Volume :
- 42
- Issue :
- 4
- Database :
- Complementary Index
- Journal :
- Behavior Genetics
- Publication Type :
- Academic Journal
- Accession number :
- 76516449
- Full Text :
- https://doi.org/10.1007/s10519-012-9527-0