Petrill Stephen A, Justice Laura M
The Ohio State University.
Mind Brain Educ. 2007 Dec 1;1(4):153-161. doi: 10.1111/j.1751-228X.2007.00016.x.
Despite several decades of research suggesting the importance of both genetic and environmental factors, these findings are not well integrated into the larger educational literature. Following a discussion of quantitative and molecular genetic methods, this article reviews behavioral genetic findings related to cognitive and academic skills. This literature suggests that (a) the relative importance of genes and environments varies developmentally; (b) genetics, and to a lesser extend the environment, account for a substantial portion of the covariance within and across academic domains; and (c) some forms of disability are qualitatively different from the population, whereas others constitute the lower end of a continuum of ability. Following a discussion of the strengths and limitations of current behavioral genetic research and intervention research, we then discuss the ways in which understanding gene -environment interplay can be used to develop better definitions of learning impairment and better explain the substantial variability in response to intervention.
尽管几十年来的研究表明了遗传和环境因素的重要性，但这些研究结果并未很好地融入到更广泛的教育文献中。在讨论了定量和分子遗传方法之后，本文回顾了与认知和学术技能相关的行为遗传学研究结果。这些文献表明：（a）基因和环境的相对重要性随发育而变化；（b）遗传学以及在较小程度上环境，在学术领域内和跨学术领域的协方差中占很大一部分；（c）某些形式的残疾在性质上与总体人群不同，而其他残疾则构成能力连续体的低端。在讨论了当前行为遗传学研究和干预研究的优势与局限性之后，我们接着讨论如何利用对基因 - 环境相互作用的理解来更好地定义学习障碍，并更好地解释对干预反应的巨大变异性。
