Fischbein S, Guttman R, Nathan M
Department of Special Education, Stockholm Institute of Education, Sweden.
Twin Res. 1999 Sep;2(3):183-95. doi: 10.1375/136905299320565852.
The results presented in this paper are part of a current comparative study of genetic and environmental influences in three educational settings: Stockholm, Jerusalem and the Israeli kibbutz. We specifically wanted to investigate whether a more restrictive educational setting would decrease genetic influences. Here we report on comparisons of cognitive performance measures at several time points for twins/controls, boys/girls and within-pair similarity in MZ, DZ and controls. The tests used were the Raven Progressive Matrices, verbal, reading comprehension and arithmetic. The results show no differences between twins and controls, whilst gender differences seem to be smallest in the Stockholm sample and largest in Jerusalem. A pattern of genetic influences on cognitive performance was also clearly visible in Jerusalem. In Stockholm shared environmental influences at home and at school seemed even stronger than in the kibbutz. No consistent differences were found between tests or occasions.
本文所呈现的结果是当前一项关于遗传和环境影响的比较研究的一部分，该研究涉及三种教育环境：斯德哥尔摩、耶路撒冷和以色列基布兹。我们特别想研究更具限制性的教育环境是否会降低遗传影响。在此，我们报告双胞胎/对照组、男孩/女孩以及同卵双胞胎（MZ）、异卵双胞胎（DZ）和对照组内对认知表现测量的几个时间点的比较。所使用的测试包括瑞文渐进性矩阵测验、语言、阅读理解和算术。结果显示双胞胎和对照组之间没有差异，而性别差异在斯德哥尔摩样本中似乎最小，在耶路撒冷样本中最大。在耶路撒冷，遗传对认知表现的影响模式也清晰可见。在斯德哥尔摩，家庭和学校的共同环境影响似乎比在基布兹更强。在不同测试或不同场合之间未发现一致的差异。
