A Reevaluation of the 1990 “Minnesota Study of Twins Reared Apart” IQ Study

IF 4.4 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
J. Joseph
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引用次数: 2

Abstract

In 1990, Thomas J. Bouchard Jr. and colleagues published the widely cited 1990 “Minnesota Study of Twins Reared Apart” (MISTRA) Science IQ study. To arrive at the conclusion that “IQ is strongly affected by genetic factors,” Bouchard and colleagues omitted their control group reared-apart dizygotic twin (DZA) IQ score correlations. Near-full-sample correlations published after the study’s 2000 end point show that the reared-apart monozygotic twin (MZA) and DZA group IQ correlations did not differ at a statistically significant level, suggesting that the study failed the first step in determining that IQ scores are influenced by heredity. After bypassing the model-fitting technique they used in most non-IQ MISTRA studies, the researchers assumed that the MZA group IQ score correlation alone “directly estimates heritability.” This method was based on unsupported assumptions by the researchers, and they largely overlooked the confounding influence of cohort effects. Bouchard and colleagues then decided to count most environmental influences they did recognize as genetic influences. I conclude that the MISTRA IQ study failed to discover genetic influences on IQ scores and cognitive ability across the studied population, and that the study should be evaluated in the context of psychology’s replication problem.
对1990年“明尼苏达分开抚养双胞胎研究”IQ研究的再评价
1990年,Thomas J.Bouchard Jr.及其同事发表了1990年被广泛引用的“明尼苏达州双胞胎分开饲养研究”(MISTRA)科学智商研究。为了得出“智商受遗传因素的强烈影响”的结论,Bouchard和同事省略了他们的对照组分开饲养的双卵双胞胎(DZA)智商得分相关性。2000年研究结束后公布的接近全样本相关性显示,分开饲养的单卵双胞胎(MZA)和DZA组的智商相关性在统计学上没有显著差异,这表明该研究在确定智商得分受遗传影响方面没有迈出第一步。在绕过他们在大多数非IQ MISTRA研究中使用的模型拟合技术后,研究人员假设MZA组IQ得分相关性单独“直接估计遗传力”。这种方法基于研究人员未经支持的假设,他们在很大程度上忽略了队列效应的混杂影响。Bouchard及其同事随后决定将他们所认识到的大多数环境影响算作基因影响。我的结论是,MISTRA IQ研究未能发现基因对研究人群智商得分和认知能力的影响,该研究应在心理学复制问题的背景下进行评估。
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来源期刊
Human Development
Human Development PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
6.20
自引率
0.00%
发文量
28
期刊介绍: Distinguished by its international recognition since 1958, "Human Development" publishes in-depth conceptual articles, commentaries, and essay book reviews that advance our understanding of developmental phenomena. Contributions serve to raise theoretical issues, flesh out interesting and potentially powerful ideas, and differentiate key constructs. Contributions are welcomed from varied disciplines, including anthropology, biology, education, history, philosophy, psychology, and sociology.
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