GENETIC MEDIATION IN THE RELATIONSHIP OF EDUCATION TO COGNITIVE FUNCTION IN OLDER-PEOPLE
GENETIC MEDIATION IN THE RELATIONSHIP OF EDUCATION TO COGNITIVE FUNCTION IN OLDER-PEOPLE
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DOI：
10.1037/0882-7974.10.1.48
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发表时间：
1995-03-01
影响因子：
3.7
通讯作者：
CARDON, LR
中科院分区：
文献类型：
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作者：
CARMELLI, D;SWAN, GE;CARDON, LR
我们使用了来自136对同卵和125对异卵男性双胞胎（M年龄= 64岁，范围= 59 - 70岁）的数据来检验先前观察到的该样本中认知表现和教育之间的关联（r = .30，p < .01）是否是遗传介导的。生物统计遗传模型发现，一个共同的遗传潜在变量占44%的总方差在简易精神状态检查（MMSE; M。F. Folstein，S. E. Folstein，& P. R. McHugh，1975），爱荷华州精神衰退筛查组合中40%的方差（P. J. Eslinger，A. R. Damasio和A. L. Benton，1984），教育程度的方差为21%。此外，特定的遗传和环境变量对参与者的教育和认知表现的个体差异有显着影响。
We used data from 136 monozygotic and 125 dizygotic human, male twin pairs (M age = 64 years, range = 59 to 70 years) to test whether the previously observed association (r = .30, p < .01) between cognitive performance and education in this sample is genetically mediated. Biometric genetic modeling found that a common genetic latent variable accounted for 44% of the total variance in the Mini-Mental State Exam (MMSE; M. F. Folstein, S. E. Folstein, & P. R. McHugh, 1975), 40% of the variance in the Iowa Screening Battery for Mental Decline (P. J. Eslinger, A. R. Damasio, and A. L. Benton, 1984), and 21% of the variance in educational attainment. In addition, specific genetic and environmental variables contributed significantly to individual differences in education and cognitive performance of the participants.