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1.
The genetic and environmental etiologies of 3 aspects of low mathematical performance (math disability) and the full range of variability (math ability) were compared for boys and girls in a sample of 5,348 children age 10 years (members of 2,674 pairs of same-sex and opposite-sex twins) from the United Kingdom (UK). The measures, which we developed for Web-based testing, included problems from 3 domains of mathematics taught as part of the UK National Curriculum. Using quantitative genetic model-fitting analyses, similar results were found for math disabilities and abilities for all 3 measures: Moderate genetic influence and environmental influence were mainly due to nonshared environmental factors that were unique to the individual, with little influence from shared environment. No sex differences were found in the etiologies of math abilities and disabilities. We conclude that low mathematical performance is the quantitative extreme of the same genetic and environmental factors responsible for variation throughout the distribution.  相似文献   

2.
Despite the importance of learning abilities and disabilities in education and child development, little is known about their genetic and environmental origins in the early school years. We report results for English (which includes reading, writing, and speaking), mathematics, and science as well as general cognitive ability in a large and representative sample of U.K. twins studied at 7, 9, and 10 years of age. Although preliminary reports of some of these data have been published, the purpose of this monograph is to present new univariate, multivariate, and longitudinal analyses that systematically examine genetic and environmental influences for the entire sample at all ages for all measures for both the low extremes (disabilities) and the entire sample (abilities). English, mathematics, and science yielded similarly high heritabilities and modest shared environmental influences at 7, 9, and 10 years despite major changes in content across these years. We draw three conclusions that go beyond estimating heritability. First, the abnormal is normal: Low performance is the quantitative extreme of the same genetic and environmental influences that operate throughout the normal distribution. Second, continuity is genetic and change is environmental: Longitudinal analyses suggest that age-to-age stability is primarily mediated genetically, whereas the environment contributes to change from age to age. Third, genes are generalists and environments are specialists: Multivariate analyses indicate that genes largely contribute to similarity in performance within and between the three domains--and with general cognitive ability--whereas the environment contributes to differences in performance. These conclusions have far-reaching implications for education and child development as well as for molecular genetics and neuroscience.  相似文献   

3.
Living organisms ranging from bacteria to human beings exhibit 24-h rhythms in various behaviours and physiological processes. Matching of the period of such rhythms with that of the daily environmental cycles gives an impression that they are mere passive responses to environmental changes. Here, we discuss the change in our perception about daily biological rhythms, from their identity as rhythmic phenomena occurring as passive response to environmental changes, to the biological clocks. This is the first article in a series of articles on circadian rhythms which will cover discussion on the genetic and molecular basis, circadian organization and its adaptive significance.  相似文献   

4.
As a new technique in ground improvement, geosynthetic-encased columns (GECs) have promising applications in soft soil foundation. By assuming yielding occurs in the columns while the surrounding soil and the geosynthetic remain elastic, an elastoplastic analytical procedure for foundations improved by GECs is proposed. The radial stresses that the geosynthetic provides and the elastoplastic deformations of the foundation resting on a rigid base are derived. A comparison with finite element analysis shows that the proposed method is effective and can provide a reasonable prediction of a GEC??s deformation. Subsequent parametric analysis indicates that higher geosynthetic stiffness leads to better performance of the composite foundation. The optimum length of encasement is related to the load acting on the foundation and the permissible vertical and radial displacements of the column. Moreover, as the dilation angle of the column increases, the settlement decreases, especially under high loading. The influence of the encasement is more significant in soils with smaller elastic modulus.  相似文献   

5.
Research Findings: The purpose of this study was to examine within-group individual differences in the code-related and oral language abilities of an economically stressed Spanish-speaking English language learner (ELL) preschool sample and to evaluate the predictive relationship of these differences to later listening comprehension. Latent class analysis was used to identify similarities in both the latent and outcome variables to form classes of students with similar profiles on the measured variables. Our 1st finding confirmed the existence of 4 distinct psychometrically validated profiles: (a) Low English Language, Average Spanish Language, Mixed Spanish Code-Related (prevalence 19.4%); (b) Average English Language, Strengths in Spanish Language and Spanish Code-Related (24.2%); (c) Mixed English and Spanish Language, Low Spanish Code-Related (prevalence 34%); and (d) High English Language, Average Spanish Language, Mixed Spanish Code-Related (prevalence 22%). The resulting profiles demonstrated that English and Spanish code- and language-related domains of emergent literacy developed unevenly across the Spanish-speaking ELL preschoolers. Relative strengths and weaknesses in code- and language-related skills were also found to be meaningfully related to end-of-year listening comprehension—a precursor to reading comprehension. Finally, profiles yielded meaningful variability along sociodemographic variables. Practice or Policy: Implications, limitations, and directions for future research are discussed.  相似文献   

6.
In a longitudinal genetic study we explored which factors underlie stability in verbal and nonverbal abilities, and the extent to which the association between these abilities becomes stronger as children grow older. Measures of verbal and nonverbal IQ were collected in Dutch twin pairs at age 5, 7, 10, 12 and 18 years. The stability of both verbal and nonverbal abilities was high, with correlations over time varying from .47 for the 13-year time interval up to .80 for shorter time intervals. Structural equation modeling showed increasing heritability with age, from 48% (verbal) and 64% (nonverbal) at age 5 to 84% and 74% at age 18. Genetic influences seemed to be the driving force behind stability. Stability in nonverbal ability was entirely explained by genes. Continuity in verbal abilities was explained by genetic and shared environmental effects. The overlap between verbal and nonverbal abilities was fully accounted for by genes influencing both abilities. The genetic correlation between verbal and nonverbal IQ increased from .62 in early childhood to .73 in young adulthood.  相似文献   

7.
In a companion paper, word recognition skills assessed by telephone using the Test of Word Reading Efficiency (TOWRE) were found to correlate highly with National Curriculum (NC) teacher-assessed reading ability in 7-year-old twins. This study examined the genetic and environmental origins of this high correlation. TOWRE and NC scores were both highly heritable and the correlation between them was largely due to overlapping genetic effects. These findings were obtained both across the normal range of reading abilities and at the low extreme, defined by scores below a 13.4% cut-off on either measure. TOWRE and NC scores may provide promising phenotypes for further study of the aetiology of early reading abilities and disabilities.  相似文献   

8.
Although the phenotypic correlation between language and nonverbal cognitive ability is well‐documented, studies examining the etiology of the covariance between these abilities are scant, particularly in very young children. The goal of this study was to address this gap in the literature by examining the genetic and environmental links between language use, assessed through conversational language samples, and nonverbal cognition in a sample of 3‐year‐old twins (N = 281 pairs). Significant genetic and nonshared environmental influences were found for nonverbal cognitive ability and language measures, including mean length of utterance and number of different words, as well as significant genetic covariance between cognitive ability and both language measures.  相似文献   

9.
差异模型及其在个体差异研究中的应用   总被引：1，自引：0，他引：1  
20世纪90年代以来,McClearn借鉴统计遗传学的理论模型构建了用于描述个体差异形成过程中遗传与环境因素作用的“差异模型”,并应用这一模型对表现在一般认知能力、特殊认知能力、学业成就和个性等方面的个性差异进行了研究。差异模型为差异心理学研究提供了一种全新定量研究范式,进一步丰富了人们对遗传与环境因素在影响个体差异形成过程中作用机制的认识,这一理论模型已在教育、心理卫生等领域得到应用。  相似文献   

10.
Despite cognitive neuroscience's emphasis on the modularity of cognitive processes, multivariate genetic research indicates that the same genetic factors largely affect diverse cognitive abilities, at least from middle childhood onward. We explored this issue for verbal and nonverbal cognitive development in infancy in a study of 1,937 pairs of same-sex 2-year-old twins born in England and Wales in 1994. The twins were assessed by having their parents use a measure of productive vocabulary (the MacArthur Communicative Development Inventory) and a novel measure of nonverbal cognitive abilities (Parent Report of Children's Ability). Verbal and nonverbal development correlated .42. A multivariate genetic analysis indicated that genetic factors were responsible for less than half of this phenotypic correlation. Moreover, the genetic correlation between verbal and nonverbal abilities was only .30, which indicates that genetic effects on verbal and nonverbal abilities are largely independent in infancy. These multivariate genetic results suggest that genetic effects on cognitive abilities are modular early in development and then become increasingly molar. The implications of this result for theories of cognitive development are discussed.  相似文献   

11.
Using a genetic design of 840 60-month-old twins, this study investigated the genetic and environmental contributions to (a) individual differences in four components of cognitive school readiness, (b) the general ability underlying these four components, and (c) the predictive association between school readiness and school achievement. Results revealed that the contribution of the shared environment for cognitive school readiness was substantial. Genetic effects were more important for the core abilities underlying school readiness than for each specific skill, although shared environment remained the largest factor overall. Genetic, shared, and nonshared environmental factors all accounted for the predictive association between school readiness and early school achievement. These results contribute to a better understanding of the early determinants of school readiness.  相似文献   

12.
Generalist Genes: Genetic Links Between Brain, Mind, and Education   总被引：1，自引：0，他引：1  
ABSTRACT— Genetics contributes importantly to learning abilities and disabilities—not just to reading, the target of most genetic research, but also to mathematics and other academic areas as well. One of the most important recent findings from quantitative genetic research such as twin studies is that the same set of genes is largely responsible for genetic influence across these domains. We call these "generalist genes" to highlight their pervasive influence. In other words, most genes found to be associated with a particular learning ability or disability (such as reading) will also be associated with other learning abilities and disabilities (such as mathematics). Moreover, some generalist genes for learning abilities and disabilities are even more general in their effect, encompassing other cognitive abilities such as memory and spatial ability. When these generalist genes are identified, they will greatly accelerate research on general mechanisms at all levels of analysis from genes to brain to behavior.  相似文献   

13.
当前语言文字舆情特点与走势分析   总被引：1，自引：0，他引：1  
语言文字舆情携带着语言之外的渚多复杂因素,隐藏着广泛而深刻的背景信息,与社会政治、文化、经济、心理等有着极为错综复杂的关系.今年的语言文字舆情出现了新的特点和新的动向.本文从内容、范围、频率、争议问题、传播方式等方面对当前语言文字舆情的特点加以分析,阐述舆情产生与演化的背景因素,对未来的舆情走向进行了初步的分析预测.  相似文献   

14.
针对农业院校应用化学专业的教学特点,遵循“以学生为主体、以教师为主导”的教学理念,通过构建有机化学实验立体化教学模式,实现实验教学“课前预习、实验过程、成绩考核”的立体化,使学生从被动式学习转变为主动探索式学习,结合实验课堂教学和网络平台学习,达到知识学习和技能提高相结合,有效提高了学生分析能力和创造能力。  相似文献   

15.
学校内部环境是培养学生创新精神和实践能力的基础,并以其蕴涵的精神和理想熏陶和激发着大学生的创新意识和创新思维,磨练着大学生的创新能力。学校内部环境的影响机制对学生创新精神和实践能力的影响规律是,学生通过直接或间接的方式把环境的影响转化为观念,进而转化为实践行动;而这种转化过程主要是通过注意、反应、认同、内化和价值性格化等不同阶段来实现的。  相似文献   

16.
女科技工作者的心理健康及教育   总被引：3，自引：0，他引：3  
调查显示女科技工作的心理健康水平高于职业女性整体水平。影响女科技工作心理健康的因素主要是家庭和事业矛盾、传统的社会观念、多方面的精神压力、社会交往能力偏低和消极的人格心态。为了提高的心理健康水平,女科技工作必须提高自身的政治水平;克服消极心理、培养健康人格;培养坚强的意志品质和加强心理健康的教育和自我教育。  相似文献   

17.
Citizen participation in environmental decision‐making is of extreme importance in securing a good quality of life. Local communities know best what alternate solutions should be implemented for appropriate management of their area. This paper presents findings about the environmental characteristics of various Greek citizens’ groups, where respondents’ abilities and willingness to participate in environmental issues governance in relation to their free‐choice learning context was analyzed. The results indicate that participants desire access to an appropriate non‐formal/informal environmental education that will enable them to enhance their knowledge and acquire skills for critical thinking and active participation.  相似文献   

18.
我国首个转基因水稻品种已投入商业化种植,但是关于转基因水稻是否带来基因污染还没有定性结论。在其商业化种植中关于“基因污染”的信息提供与获悉,涉及到农民的环境信息权的保障,从转基因水稻种植过程中农民环境信息权的现状看,应探讨保障我们农民环境信息权的对策,以切实保护农民权益,推动农村生态的可持续发展。  相似文献   

19.
Understanding how the etiology of print awareness and phonological awareness are related to the etiology of decoding can provide insights into the development of word reading. To address this issue, we examined the degree of overlap among etiological influences of prereading skills in 1,252 twin pairs in kindergarten. Genetic, shared environmental, and nonshared environmental factors were significant for all three literacy phenotypes. The majority of genetic and shared environmental influence on decoding was due to common factors that included print awareness and phonological awareness. Notably, only a single genetic factor contributed to all three literacy phenotypes, but there was additional shared environmental influence common to phonological awareness and decoding. Findings suggest commonalities in the etiology of prereading literacy skills that could inform work on the development of reading skill.  相似文献   

20.
Recent reports using a classical behavior genetic research design in which twin data are combined with a measured characteristic of their shared family environment have made striking claims about estimating environmental influences on behavior with genetic effects controlled. Such claims are overstated for two related reasons. First, when a variable is measured at the family level in a way that makes it necessarily equivalent for twins reared together, it is not possible to partition it into genetic and environmental components. Second, although structural equation modeling and DeFries-Fulker analysis are sound tools for the analysis of many types of twin data, they do not control for genetic or environmental confounds when estimating the effect of measured family-level variables.  相似文献   

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