遗传对语言、阅读和数学技能的影响：利用全国青年纵向调查进行的分析
Genetic influences on language, reading, and mathematics skills in a national sample: an analysis using the National Longitudinal Survey of Youth.
机构信息
The Ohio State University, Human Development and Family Science, 1787 Neil Avenue, 135 Campbell Hall, Columbus, OH 43204, USA.
出版信息
Lang Speech Hear Serv Sch. 2010 Jan;41(1):118-28. doi: 10.1044/0161-1461(2009/08-0052). Epub 2009 Nov 30.
PURPOSE
The present study had two purposes: provide an illustration of use of the National Longitudinal Survey of Youth 1979 Children's (CNLSY; U.S. Department of Labor, 2009) database and use the database to seek convergent evidence regarding the magnitude and significance of genetic effects influencing low and typical performers on measures of language, reading, and mathematics.
METHODS
A kinship algorithm that assigned a degree of genetic relatedness to all available pairings was applied to the 1994 wave of the CNLSY sample. Four cognitive achievement outcomes related to language, reading, and mathematics were analyzed across the general sample as well as for children selected below the lowest 20(th) percentile.
RESULTS
The tests of receptive vocabulary, decoding, reading comprehension, and mathematics all suggested estimates of group heritability and full sample heritability of moderate effect sizes, and all estimates were statistically significant. Furthermore, all estimates were within confidence intervals of previously reported estimates from twin and adoption studies.
CONCLUSION
The present study provides additional support for significant genetic effects across low and wide ranges of specific achievement. Moreover, this study supports that genetic influences on reading, language, and mathematics are generalizable beyond twin and adoption studies.
目的
本研究有两个目的：一是说明如何使用国家青年纵向调查 1979 年儿童（CNLSY；美国劳工部，2009 年）数据库，二是利用该数据库寻找有关影响语言、阅读和数学方面低表现和典型表现者的遗传效应大小和意义的趋同证据。
方法
采用亲缘关系算法，对 CNLSY 样本 1994 年的波次数据中所有可能的配对进行了遗传相关性的分配。在一般样本中以及在选择低于第 20 百分位数的儿童样本中，对与语言、阅读和数学相关的四项认知成就结果进行了分析。
结果
接受性词汇、解码、阅读理解和数学的测试都表明了群体遗传力和全样本遗传力的中等效应大小的估计值，所有的估计值都具有统计学意义。此外，所有的估计值都在之前从双胞胎和领养研究中报告的估计值的置信区间内。
结论
本研究为特定成就的低表现和宽范围的显著遗传效应提供了额外的支持。此外，本研究表明，阅读、语言和数学方面的遗传影响可推广到双胞胎和领养研究之外。
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