Iq, Scholastic Performance and Behaviour of Sibs Raised in Contrasting Environments

Dumaret, Annick‐Camille; Stewart, John

doi:10.1111/j.1469-7610.1985.tb01641.x

Cited by 76 publications

(44 citation statements)

References 18 publications

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“…The lower test-retest correlations for VTs than for children in the Scarr et al study may partly reflect the VTs' younger age at participation. The higher IQ scores and larger IQ gains obtained by biological children than by adoptive children are consistent with previous reports from this study, and with extant studies (see Cardon, 1994;Dumaret & Stewart, 1985). The VTs' parents generally held professional, technical or managerial positions or, if not employed outside the home, had earned higher educational degrees.…”

Section: Discussionsupporting

confidence: 91%

Intellectual similarity of virtual twin pairs: Developmental trends

Segal

McGuire

Havlena

et al. 2007

Personality and Individual Differences

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Virtual twins (VTs) are same-age unrelated siblings reared together from infancy who replicate twinship, but without the genetic relatedness. A 2005 report from the ongoing Fullerton Virtual Twin Study found an IQ intraclass correlation of .26 (p < .01, n = 113 pairs) and a within-pair difference of 13.22 IQ points. The average age of VTs in that study was 8.10 years (SD = 8.56, range: 4.01-54.84 years). An opportunity to retest members of 43 VT pairs, 1.70-8.96 years after their time 1 assessment, allowed additional analyses of genetic and environmental influences underlying general intellectual development. A decrease in the VT IQ correlation and an increase in the within-pair difference were indicated, consistent with increasing genetic and/or non-shared environmental influences and decreasing shared environmental influence on general intellectual development throughout childhood.

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Section: Discussionsupporting

confidence: 91%

Intellectual similarity of virtual twin pairs: Developmental trends

Segal

McGuire

Havlena

et al. 2007

Personality and Individual Differences

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“…French national adoption studies, using a sibling-proband design, found that infant adoption had a positive effect on children's cognitive development, and that this process was positively correlated with the socio-educational background of the adoptive family [26,27]. The results were also replicated in a study of late adoptions (4-6 years) of neglected or abused children [28].…”

Section: Discussionmentioning

confidence: 84%

School performance of international adoptees better than expected from cognitive test results

Lindblad

Dalen

Rasmussen

et al. 2009

Eur Child Adolesc Psychiatry

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Objective: To investigate school performance of international adoptees in relation to their cognitive competence. Method: From the population of all male Swedish residents born 1973–1976, registered in the census 1985 and with complete test scores from military conscription, the following study groups were identified: Korean adoptees (n = 320), non-Korean adoptees (n = 1,125), siblings (children born by adoptive parents, n = 190) and Swedish majority comparisons (n = 142,024). Global scores from intelligence tests at conscription were compared with grade points from the last compulsory school year (year 9). Linear and logistic regression was applied in statistical analyses. Results: The mean grade points in theoretical subjects were lower in non-Korean adoptees than in the majority population, but when global test scores from military conscription were adjusted for, outcomes were significantly better, equal for physics, than in the majority population. The grade points of Korean adoptees were higher than in the majority population and the same held true after adjusting for global test scores. When SES was taken into account, the risk of poor school performance (only completed lower subject levels) increased in non-Korean adoptees compared to models only adjusted for age and sex. Conclusion: Male international adoptees generally perform better in school than expected by their cognitive competence. A cognitive evaluation is important in the assessment of adoptees with learning difficulties

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“…But considering that other studies have reported on foster children's over time deteriorating school performances (eg. Dumaret, 1985), it seems likely that the Skolfam model did make a difference.…”

Section: Limitations/methodological Issuesmentioning

confidence: 99%

Improving foster children’s school performance: a replication of the Helsingborg study

Tordön¹,

Vinnerljung

Axelsson³

2014

Adoption & Fostering

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A replication of the Helsingborg study (Tideman et al, 2011), was staged in the municipality of Norrköping 2008 to 2011. Results confirm the conclusions from the original study, that children in foster care can benefit from a working model aimed to improve school performance. Furthermore, a possible way to address poor numeracy skills by computerized working memory training was found. Implications for further research in active interventions to address underachieving foster children are discussed.

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Iq, Scholastic Performance and Behaviour of Sibs Raised in Contrasting Environments

Cited by 76 publications

References 18 publications

Intellectual similarity of virtual twin pairs: Developmental trends

Intellectual similarity of virtual twin pairs: Developmental trends

School performance of international adoptees better than expected from cognitive test results

Improving foster children’s school performance: a replication of the Helsingborg study

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