Persistent Genetic and Family-Wide Environmental Contributions to Early Number Knowledge and Later Achievement in Mathematics Across Childhood

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Garon-Carrier, Gabrielle; Boivin, Michel; Kovas, Yulia; Brendgen, Mara; Vitaro, Frank; Séguin, Jean R.; Tremblay, Richard E. and Dionne, Ginette. 2017. Persistent Genetic and Family-Wide Environmental Contributions to Early Number Knowledge and Later Achievement in Mathematics Across Childhood. Psychological Science, 28(12), pp. 1707-1718. ISSN 0956-7976 [Article]

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Official URL: http://journals.sagepub.com/doi/full/10.1177/09567...

Abstract or Description

This study investigated the stable and transient genetic and environmental contributions toindividual differences in number knowledgein the transition from preschool (age 5)to grade 1 (age 7), and to itspredictive association with math achievement (age 10-12). We conducted genetic simplex modeling across these three time points. Genetic variancewas transmitted from preschoolnumber knowledge to late elementary math achievement, with significant genetic innovation (i.e. new)at ages 10-12 years.The shared and non-shared environmental contributions decreased during the transition from preschool to school entry,but entirely contributed to the continuity across timefrom preschoolnumber knowledge to subsequentnumber knowledge and math achievement. There was no additional environmental contribution at time points subsequent to preschool.Results are discussed in light of their practical implications for children with mathematic difficulties as well as for preventive intervention.

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Article

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https://doi.org/10.1177/0956797617721480