Socioeconomic status and genetic influences on cognitive development
Socioeconomic status and genetic influences on cognitive development
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DOI：
10.1073/pnas.1708491114
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发表时间：
2017-12-19
影响因子：
11.1
通讯作者：
Roth, Jeffrey
中科院分区：
文献类型：
--
作者：
Figlio, David N.;Freese, Jeremy;Roth, Jeffrey
准确理解环境对遗传影响的调节作用对于推进认知发展科学和设计干预措施至关重要。一个被广泛报道的观点是，在社会经济地位较高的家庭中长大的儿童的认知能力受到遗传因素的影响，包括最近提出的这种模式是一种特别的美国现象。我们使用1994-2002年出生的佛罗里达兄弟姐妹和双胞胎的匹配出生和学校记录，以提供迄今为止对该假设的最大，最具人口多样性的考虑。我们没有发现任何证据表明SES对测试成绩的遗传影响具有调节作用，这表明表达认知的基因-环境相互作用比以前想象的更复杂和难以捉摸。
Accurate understanding of environmental moderation of genetic influences is vital to advancing the science of cognitive development as well as for designing interventions. One widely reported idea is increasing genetic influence on cognition for children raised in higher socioeconomic status (SES) families, including recent proposals that the pattern is a particularly US phenomenon. We used matched birth and school records from Florida siblings and twins born in 1994-2002 to provide the largest, most population-diverse consideration of this hypothesis to date. We found no evidence of SES moderation of genetic influence on test scores, suggesting that articulating gene-environment interactions for cognition is more complex and elusive than previously supposed.