The Genetic-Environmental Etiology of Cognitive School Readiness and Later Academic Achievement in Early Childhood
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 s...
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| Veröffentlicht in: | Child development 2007-11, Vol.78 (6), p.1855-1869 |
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| container_title | Child development |
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| creator | Lemelin, Jean-Pascal Boivin, Michel Forget-Dubois, Nadine Dionne, Ginette Séguin, Jean R. Brendgen, Mara Vitaro, Frank Tremblay, Richard E. Pérusse, Daniel |
| description | 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. |
| doi_str_mv | 10.1111/j.1467-8624.2007.01103.x |
| format | Article |
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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.</description><identifier>ISSN: 0009-3920</identifier><identifier>EISSN: 1467-8624</identifier><identifier>DOI: 10.1111/j.1467-8624.2007.01103.x</identifier><identifier>PMID: 17988326</identifier><identifier>CODEN: CHDEAW</identifier><language>eng</language><publisher>Malden, USA: Blackwell Publishing Inc</publisher><subject>Academic Achievement ; Adolescent ; Aptitude ; Behavioral genetics ; Biological and medical sciences ; Canada ; Child ; Child care ; Child development ; Child, Preschool ; Childhood ; Cognition ; Cognition & reasoning ; Cognitive models ; Cognitive psychology ; Developmental psychology ; Education ; Educational psychology ; Educational Status ; Emotions ; Empirical Articles ; Environmental aspects ; Environmental Influences ; Etiology ; Female ; Foreign Countries ; Fundamental and applied biological sciences. Psychology ; Genetics ; Genotype ; Geometric shapes ; Humans ; Individual Differences ; Intelligence - genetics ; Male ; Predictor Variables ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Pupil and student. Academic achievement and failure ; Reading ; Registries ; Risk Factors ; School Readiness ; Schools ; Social Adjustment ; Social Environment ; Statistical variance ; Statistics as Topic ; Studies ; Twin studies ; Twins ; Twins - genetics ; Twins - psychology ; Underachievement ; Young Children</subject><ispartof>Child development, 2007-11, Vol.78 (6), p.1855-1869</ispartof><rights>Copyright 2007 The Society for Research in Child Development, Inc.</rights><rights>2008 INIST-CNRS</rights><rights>Copyright Blackwell Publishing Ltd. 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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.</description><subject>Academic Achievement</subject><subject>Adolescent</subject><subject>Aptitude</subject><subject>Behavioral genetics</subject><subject>Biological and medical sciences</subject><subject>Canada</subject><subject>Child</subject><subject>Child care</subject><subject>Child development</subject><subject>Child, Preschool</subject><subject>Childhood</subject><subject>Cognition</subject><subject>Cognition & reasoning</subject><subject>Cognitive models</subject><subject>Cognitive psychology</subject><subject>Developmental psychology</subject><subject>Education</subject><subject>Educational psychology</subject><subject>Educational Status</subject><subject>Emotions</subject><subject>Empirical Articles</subject><subject>Environmental aspects</subject><subject>Environmental Influences</subject><subject>Etiology</subject><subject>Female</subject><subject>Foreign Countries</subject><subject>Fundamental and applied biological sciences. 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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.</abstract><cop>Malden, USA</cop><pub>Blackwell Publishing Inc</pub><pmid>17988326</pmid><doi>10.1111/j.1467-8624.2007.01103.x</doi><tpages>15</tpages></addata></record> |
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| ispartof | Child development, 2007-11, Vol.78 (6), p.1855-1869 |
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| source | MEDLINE; Applied Social Sciences Index & Abstracts (ASSIA); JSTOR Archive Collection A-Z Listing; EBSCOhost Education Source; Wiley Online Library All Journals |
| subjects | Academic Achievement Adolescent Aptitude Behavioral genetics Biological and medical sciences Canada Child Child care Child development Child, Preschool Childhood Cognition Cognition & reasoning Cognitive models Cognitive psychology Developmental psychology Education Educational psychology Educational Status Emotions Empirical Articles Environmental aspects Environmental Influences Etiology Female Foreign Countries Fundamental and applied biological sciences. Psychology Genetics Genotype Geometric shapes Humans Individual Differences Intelligence - genetics Male Predictor Variables Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Pupil and student. Academic achievement and failure Reading Registries Risk Factors School Readiness Schools Social Adjustment Social Environment Statistical variance Statistics as Topic Studies Twin studies Twins Twins - genetics Twins - psychology Underachievement Young Children |
| title | The Genetic-Environmental Etiology of Cognitive School Readiness and Later Academic Achievement in Early Childhood |
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