Haworth Claire M A, Kovas Yulia, Petrill Stephen A, Plomin Robert
Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, King's College London, De Crespigny Park, London, United Kingdom.
Twin Res Hum Genet. 2007 Feb;10(1):106-17. doi: 10.1375/twin.10.1.106.
A previous publication reported the etiology of mathematics performance in 7-year-old twins (Oliver et al., 2004). As part of the same longitudinal study we investigated low mathematics performance and normal variation in a representative United Kingdom sample of 1713 same-sex 9-year-old twins based on teacher-assessed National Curriculum standards. Univariate individual differences and DeFries-Fulker extremes analyses were performed. Similar to our results at 7 years, all mathematics scores at 9 years showed high heritability (.62-.75) and low shared environmental estimates (.00-.11) for both the low performance group and the full sample. Longitudinal analyses were performed from 7 to 9 years. These longitudinal analyses indicated strong genetic continuity from 7 to 9 years for both low performance and mathematics in the normal range. We conclude that, despite the considerable differences in mathematics curricula from 7 to 9 years, the same genetic effects largely operate at the two ages.
先前的一篇出版物报道了7岁双胞胎数学成绩的病因（奥利弗等人，2004年）。作为同一纵向研究的一部分，我们基于教师评估的国家课程标准，对英国1713对9岁同性双胞胎的代表性样本中的低数学成绩和正常变异进行了调查。进行了单变量个体差异分析和德弗里斯-富尔克极端分析。与我们7岁时的结果相似，9岁时所有数学成绩在低成绩组和全样本中均显示出高遗传率（0.62 - 0.75）和低共享环境估计值（0.00 - 0.11）。进行了从7岁到9岁的纵向分析。这些纵向分析表明，在低成绩和正常范围内的数学方面，从7岁到9岁存在很强的遗传连续性。我们得出结论，尽管7岁到9岁的数学课程有很大差异，但相同的遗传效应在这两个年龄段基本起作用。
