Developmental Origins of Low Mathematics Performance and Normal Variation in Twins from 7 to 9 Years

Haworth, Claire M. A.; Kovas, Yulia; Petrill, Stephen A.; Plomin, Robert

doi:10.1375/twin.10.1.106

Cited by 39 publications

(23 citation statements)

References 28 publications

(38 reference statements)

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“…Again, we calculated a composite math score, which was the mean of the three scales. Further information about NC teacher reports as used in TEDS can be found elsewhere (Haworth, Kovas, Petrill, & Plomin, 2007; Kovas et al, 2007; Walker, Petrill, Spinath, & Plomin, 2004;).…”

Section: Methodsmentioning

confidence: 99%

Reading and Generalist Genes

Haworth

Meaburn

Harlaar

et al. 2007

Mind Brain and Education

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Twin-study research suggests that many (but not all) of the same genes contribute to genetic influence on diverse learning abilities and disabilities, a hypothesis called generalist genes. This generalist genes hypothesis was tested using a set of 10 DNA markers (single nucleotide polymorphisms [SNPs]) found to be associated with early reading ability in a study of 4,258 7-year-old children that screened 100,000 SNPs. Using the same sample, we show that this early reading SNP set also correlates with other aspects of literacy, components of mathematics, and more general cognitive abilities. These results provide support for the generalist genes hypothesis. Although the effect size of the current SNP set is small, such SNP sets could eventually be used to predict genetic risk for learning disabilities as well as to prescribe genetically tailored intervention and prevention programs.

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Section: Methodsmentioning

confidence: 99%

Reading and Generalist Genes

Haworth

Meaburn

Harlaar

et al. 2007

Mind Brain and Education

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“…Results have suggested that mathematics has moderate genetic influences (Hart et al, 2009; Haworth et al, 2007; Haworth et al, 2009; Knopik & DeFries, 1999; Thompson, Detterman, & Plomin, 1991; Wadsworth, DeFries, Fulker, & Plomin, 1995). There is also some evidence of significant shared environmental influences (factors that make twins within the same family similar, but different between families; Hart et al, 2009; Petrill et al, 2012).…”

Section: Introductionmentioning

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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“…Extensive research has been conducted examining genetic and environmental influences on both specific cognitive abilities and general intelligence throughout the lifespan (Finkel et al 1995; Haworth et al 2007; McClearn et al 1997; McGue and Christensen 2002; McGue and Christensen 2001; Oliver and Plomin 2007; Petrill et al 1995; Plomin et al 1994; Polderman et al 2006; Posthuma et al 2000; Read et al 2006; Thapar et al 1994). Consensus in the field of behavioral genetics maintains that hereditary influences account for a substantial proportion of the variance in most cognitive abilities.…”

Section: Introductionmentioning

confidence: 99%

Does Parental Education have a Moderating Effect on the Genetic and Environmental Influences of General Cognitive Ability in Early Adulthood?

et al. 2010

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Hereditary influences account for a substantial proportion of the variance in many cognitive abilities. However, there is increasing recognition that the relative importance of genetic and environmental influences may vary across different socioeconomic levels. The overall goal of the present study was to examine whether parental education has a moderating effect on genetic and environmental influences of general cognitive ability in early adulthood (age 19.6 ± 1.5). Participants were 5,955 male twins from the Vietnam Era Twin (VET) Registry. Significant effects of parental education on mean level of general cognitive ability scores were found, but a model without moderating effects of parental education on genetic or environmental influences on cognitive scores proved to be the best fitting model. Some, but not all, previous studies have found significant moderating effects; however, no consistent pattern emerged that could account for between-study differences regarding moderating effects on genetic and environmental influences.

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Developmental Origins of Low Mathematics Performance and Normal Variation in Twins from 7 to 9 Years

Cited by 39 publications

References 28 publications

Reading and Generalist Genes

Reading and Generalist Genes

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

Does Parental Education have a Moderating Effect on the Genetic and Environmental Influences of General Cognitive Ability in Early Adulthood?

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