智力和学习能力发展的遗传因素对早期照料环境的影响。

IF 3.9 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Chloe Austerberry, Pasco Fearon, Angelica Ronald, Leslie D. Leve, Jody M. Ganiban, Misaki N. Natsuaki, Daniel S. Shaw, Jenae M. Neiderhiser, David Reiss
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引用次数: 0

摘要

本研究考察了 2003 年至 2017 年间 561 名美国收养者(57% 为男性;56% 为非拉丁裔白人,19% 为多种族,13% 为黑人或非裔美国人,11% 为拉丁裔)及其亲生父母和收养父母在智力和学业发展方面的基因-环境相关性(rGE)。生母的智力和学业成绩可预测养母在孩子6岁(β = .14,p = .038)和7岁(β = .12,p = .040)时的温情,但不能预测4.5岁时的温情;养父在孩子7岁(β = .18,p = .007)时的温情,但不能预测4.5岁或6岁时的温情。这些 rGE 效应不受儿童语言的影响。与 rGE 导致智力遗传率增加的理论相反,养育子女并没有介导遗传对儿童语言或学业成绩的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Evocative effects on the early caregiving environment of genetic factors underlying the development of intellectual and academic ability

Evocative effects on the early caregiving environment of genetic factors underlying the development of intellectual and academic ability

This study examined gene–environment correlation (rGE) in intellectual and academic development in 561 U.S.-based adoptees (57% male; 56% non-Latinx White, 19% multiracial, 13% Black or African American, 11% Latinx) and their birth and adoptive parents between 2003 and 2017. Birth mother intellectual and academic performance predicted adoptive mother warmth at child age 6 (β = .14, p = .038) and 7 (β = .12, p = .040) but not 4.5 years, and adoptive father warmth at 7 (β = .18, p = .007) but not 4.5 or 6 years. These rGE effects were not mediated by children's language. Contrary to theory that rGE accounts for increasing heritability of intellectual ability, parenting did not mediate genetic effects on children's language or academic performance.

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来源期刊
Child development
Child development Multiple-
CiteScore
9.20
自引率
4.30%
发文量
149
期刊介绍: As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. In addition to six issues per year of Child Development, subscribers to the journal also receive a full subscription to Child Development Perspectives and Monographs of the Society for Research in Child Development.
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