Haworth, Claire M. A.; Kovas, Yulia; Dale, Philip S. and Plomin, Robert. 2008. Science in elementary school: Generalist genes and school environments. Intelligence, 36(6), pp. 694-701. ISSN 01602896 [Article]

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Abstract or Description

Using a genetically sensitive design, we investigated the etiology of academic performance in Science in elementary school, and its etiological links with other academic abilities and general cognitive ability (g). The sample consisted of over 2000 pairs of twins at 10 years of age from the Twins Early Development Study. Science performance, as rated by teachers. is moderately heritable (49%) and shows only modest shared environmental influence (27%). Our multivariate results show that Science shares genetic influences with English, Math and g. Nonetheless, Science is more than just g, as there are specific genetic and environmental influences on Science. In addition, there are common environmental influences shared by the three school subjects that are not shared with g - a school environment effect.

Item Type:	Article
Identification Number (DOI):	https://doi.org/10.1016/j.intell.2008.04.002
Keywords:	COGNITIVE-ABILITIES LEARNING-ABILITIES TWIN HERITABILITY ACHIEVEMENT IQ DISABILITIES MULTIVARIATE 7-YEAR-OLDS PERFORMANCE
Departments, Centres and Research Units:	Psychology
Dates:	Date Event 2008 Published
Item ID:	3242
Date Deposited:	02 Jul 2010 07:30
Last Modified:	04 Jul 2017 09:25
Peer Reviewed:	Yes, this version has been peer-reviewed.
URI:	https://research.gold.ac.uk/id/eprint/3242

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