Etiological distinction of working memory components in relation to mathematics

Lukowski, Sarah L.; Soden, Brooke; Hart, Sara A.; Thompson, Lee A.; Kovas, Yulia; Petrill, Stephen A.

doi:10.1016/j.intell.2014.09.001

Cited by 9 publications

(6 citation statements)

References 44 publications

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“…g accounted for 49.4% of the variance among the measures. This approach has been used previously (Lukowski et al, 2014) to examine overlapping and unique effects of working memory components and mathematics above and beyond general cognitive ability.…”

Section: Methods – Western Reserve Reading and Math Projectmentioning

confidence: 99%

Approximate number sense shares etiological overlap with mathematics and general cognitive ability

et al. 2017

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Approximate number sense (ANS), the ability to rapidly and accurately compare quantities presented non-symbolically, has been proposed as a precursor to mathematics skills. Earlier work reported low heritability of approximate number sense, which was interpreted as evidence that approximate number sense acts as a fitness trait. However, viewing ANS as a fitness trait is discordant with findings suggesting that individual differences in approximate number sense acuity correlate with mathematical performance, a trait with moderate genetic effects. Importantly, the shared etiology of approximate number sense, mathematics, and general cognitive ability has remained unexamined. Thus, the etiology of approximate number sense and its overlap with math and general cognitive ability was assessed in the current study with two independent twin samples (N = 451 pairs). Results suggested that ANS acuity had moderate but significant additive genetic influences. ANS also had overlap with generalist genetic mechanisms accounting for variance and covariance in mathematics and general cognitive ability. Furthermore, ANS may have genetic factors unique to covariance with mathematics beyond overlap with general cognitive ability. Evidence across both samples was consistent with the proposal that the etiology of approximate number sense functions similar to that of mathematics and general cognitive skills.

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Section: Methods – Western Reserve Reading and Math Projectmentioning

confidence: 99%

Approximate number sense shares etiological overlap with mathematics and general cognitive ability

et al. 2017

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“…Previous behavioral genetic studies of individual differences in children on different aspects of executive function and cognitive ability, including working memory, inhibition, processing speed, and naming speed, have consistently found these abilities to be highly heritable, with genetic influences capturing roughly half of the variance when measured with single tasks (Ando, Ono, & Wright, 2001; Haworth et al, 2010; Lukowski et al, 2014; Plomin & Spinath, 2002; Polderman et al, 2006). When measured with latent variables, genetic influences capture up to nearly 100% of the variance (Friedman et al, 2008).…”

Section: Behavioral Genetic Studies Of Cognitive Abilitymentioning

confidence: 99%

“…Although the shared etiology of reading and cognitive abilities is still largely an open question, previous behavioral genetic twin studies of executive functions and cognitive ability more generally offer strong evidence that, to the extent that there is shared variance with reading, it will likely be due to genetic influences. Previous behavioral genetic studies of individual differences in children on different aspects of executive function and cognitive ability, including working memory, inhibition, processing speed, and naming speed, have consistently found these abilities to be highly heritable, with genetic influences capturing roughly half of the variance when measured with single tasks (Ando, Ono, & Wright, 2001; Haworth et al, 2010; Lukowski et al, 2014; Plomin & Spinath, 2002; Polderman et al, 2006). When measured with latent variables, genetic influences capture up to nearly 100% of the variance (Friedman et al, 2008).…”

Section: Behavioral Genetic Studies Of Cognitive Abilitymentioning

confidence: 99%

The genetic and environmental etiologies of the relations between cognitive skills and components of reading ability.

Christopher¹,

Keenan²,

Hulslander³

et al. 2016

Journal of Experimental Psychology: General

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While previous research has shown cognitive skills to be important predictors of reading ability in children, the respective roles for genetic and environmental influences on these relations is an open question. The present study explored the genetic and environmental etiologies underlying the relations between selected executive functions and cognitive abilities (working memory, inhibition, processing speed, and naming speed) with three components of reading ability (word reading, reading comprehension, and listening comprehension). Twin pairs drawn from the Colorado Front Range (n = 676; 224 monozygotic pairs; 452 dizygotic pairs) between the ages of eight and 16 (M = 11.11) were assessed on multiple measures of each cognitive and reading-related skill. Each cognitive and reading-related skill was modeled as a latent variable, and behavioral genetic analyses estimated the portions of phenotypic variance on each latent variable due to genetic, shared environmental, and nonshared environmental influences. The covariance between the cognitive skills and reading-related skills was driven primarily by genetic influences. The cognitive skills also shared large amounts of genetic variance, as did the reading-related skills. The common cognitive genetic variance was highly correlated with the common reading genetic variance, suggesting that genetic influences involved in general cognitive processing are also important for reading ability. Skill-specific genetic variance in working memory and processing speed also predicted components of reading ability. Taken together, the present study supports a genetic association between children’s cognitive ability and reading ability.

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“…A twin study was conducted to analyze the genetic and environmental influence on cognitive functions and assessed the four cognitive domains of the Wechsler scale and found that the heritability estimate for working memory cognitive functions was ranging from 50-65 percent [14]. The behaviour genetic studies of twins examined the genetic influence on different cognitive functions and concluded that the working memory cognitive abilities were more heritable and influence of genetics capturing half of the variations in cognitive functions of twins [15].…”

Section: Discussionmentioning

confidence: 99%

Genetic Architecture of Working Memory Cognitive Function of Twins

Annu

Dhanda

2020

CJAST

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The twin research has provided a deep understanding of the influence of genetic and the environment on cognitive functions. The contribution of genetic material accounted for 50-65% in the variations of working memory cognitive functions of twins. To conduct twin study 100 pairs of twins from two districts, namely: Bhiwani (N = 90) and Hisar (N = 110) of Haryana State, were taken. The working memory cognitive functions of twins were measured using the Wechsler Intelligence Scale for Children- Revised (WISC-R). Heritability estimate was used to examine the genes that contributed to shaping the cognitive functions of twins. The result of heritability estimates revealed that the heritability estimates of working memory cognitive functions namely: digit span (62%), maze (58%) and arithmetic (58%) in Bhiwani district and Hisar district, were 57%, 51% and 54% for digit span, maze, and arithmetic respectively. The findings elucidated that the working memory cognitive functions were more influenced by genetic architecture than the environmental factors. The monozygotic twins were more correlated in their general cognitive abilities than the dizygotic twins.

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Etiological distinction of working memory components in relation to mathematics

Cited by 9 publications

References 44 publications

Approximate number sense shares etiological overlap with mathematics and general cognitive ability

Approximate number sense shares etiological overlap with mathematics and general cognitive ability

The genetic and environmental etiologies of the relations between cognitive skills and components of reading ability.

Genetic Architecture of Working Memory Cognitive Function of Twins

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